The Use of Social Media in The Ability of Self Regulated Learning on Teacher Education Students of Early Childhood Education
Isabella Hasiana, Elisabeth Christiana
Available Online November 2018.
- https://doi.org/10.2991/secret-18.2018.27How to use a DOI?
- Self Regulated Learning, Social Media, Student
- This study aims to determine the description of self-regulated learning in Teachers Education Teacher Education Early Childhood. Self Regulated Learning is an activity where individuals have the ability to learn actively and individuals have the ability to plan, set goals, organize, self-monitor and self-evaluate. This process allows the individual to become self-aware, knowing and determining the learning approach. The type of research used is descriptive qualitative. Subjects involving a number of six students, with the technique of taking subjects using purposive sampling techniques. Data collection techniques were conducted using semi-structured interviews. The results showed that the self regulated learning picture on each subject is quite diverse. Three subjects have good self regulated learning abilities. This is because they already have the ability to control the time, have a plan in managing the tasks of college. While the other three subjects, yet can maximize self regulated learning in him. This is because: 1). Assuming that is still the initial semester, 2). Inability to control time, 3). In the course of work the lectures tend to rely on friends, 4). Spend more time using social media
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Isabella Hasiana AU - Elisabeth Christiana PY - 2018/11 DA - 2018/11 TI - The Use of Social Media in The Ability of Self Regulated Learning on Teacher Education Students of Early Childhood Education BT - Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018) PB - Atlantis Press SP - 170 EP - 176 SN - 2352-5398 UR - https://doi.org/10.2991/secret-18.2018.27 DO - https://doi.org/10.2991/secret-18.2018.27 ID - Hasiana2018/11 ER -