Hubungan Tingkat Pemahaman Perkembangan Kurikulum di Indonesia dengan Self-Regulated Learning Mahasiswa S2 Pendidikan Dasar

Hafsah Anas; Atep Sujana; Effy Mulyasari

doi:10.55681/nusra.v7i3.6458

Authors

Hafsah Anas Universitas Pendidikan Indonesia
Atep Sujana Program Studi Pendidikan Dasar, Universitas Pendidikan Indonesia, Indonesia
Effy Mulyasari Program Studi Pendidikan Dasar, Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.55681/nusra.v7i3.6458

Keywords:

Cognitive Development, Self-Regulated Learning, elementary education

Abstract

This study aimed to determine the relationship between the level of understanding of curriculum development in Indonesia and self-regulated learning among master’s students in elementary education. The study employed a quantitative correlational method. The sample consisted of master’s students selected through purposive sampling. Data were collected using questionnaires and analyzed with Pearson Product Moment correlation. The results showed a positive and significant relationship between understanding curriculum development and self-regulated learning (r = 0.598; p < 0.05). The higher the students’ understanding of curriculum development, the better their ability to regulate their learning independently.

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