Meta-Analysis: The Effect of Self-Regulated Learning (SRL) on Student Ability Levels
Keywords: self-regulated learning, student’s mastery level, publication bias
Abstract
This study aims to identify the Effect Size and Publication Bias of the research results of the relationship of Self Regulated Learning (SRL) to the Student’s Mastery Level with various conclusions. This research is also used to identify the level of positive correlation by Meta-Analysis. The methodology used in this research is a meta-analysis study of 14 research results. In this study, the Effect Size values were obtained in the range of -0.13 to 1.22. Based on the estimated correlation values, which currently stand at 0.498 with a confidence interval of 0.284 to 0.613, it can be said that there is a positive relationship between Student’s Mastery Level and Self Regulated Learning (SRL). In addition, by using the Egger's Test, a p-value of 0.166 > (α = 0.05) was obtained, so that Publication Bias was not detected by the Meta-Analysis study. In general, it can be stated that Self Regulated Learning (SRL) has a statistically significant positive influence on the level of student mastery. The greater the motivation to learn independently, the better the students' academic mastery.
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