| dc.description.abstract | Self-regulated learning is an individual's ability to actively participate in the learning process metacognitively, motivationally and behaviorally (Zimmerman, 1990). According to Darr & Fisher (2004), Self-regulated learning is a key factor in one's learning achievement, because self-regulated learning can lead a person to think critically and intensively evaluate how thoughts, attitudes, habits and work environment work. This study aims to examine differences in self-regulated learning of Kampus Merdeka interns in terms of environmental factors, including the Internship System (WFO, WFH, Hybrid), Internship Duration (<5 jam, 5-10 jam, >10 jam), and Attendance Model (attending lectures and not attending lectures). The subjects of this study amounted to 104 students. The measuring instrument used is a self-regulated learning scale constructed from Zimmerman's (2008) theory. Methods of data analysis using comparative test, Mann Whitney U Test and Kruskal-Wallis. The results showed that there was no difference in self-regulated learning among interns of Kampus Merdeka with respect to the Internship System and Internship Duration. However, there are differences in self-regulated learning among interns of Kampus Merdeka with respect to the Attendance Model. Interns who do not attend lectures have higher self-regulated learning than interns who do not attend lectures. | en_US |
