The Impact of Pandemic Dynamics in Differential Calculus Course: An Overview of Students’ Self-Regulated Learning Based on Motivation

Abstract

During pandemic, learning has transitioned into online learning. This causes Universitas Pelita Harapan (UPH) students in Faculty of Education must be repatriated to their regions and undergo half semester of differential calculus learning in online mode. Therefore, it makes aspects of self-regulated learning (SRL) and motivation are important to be highlighted. Focus of this research is to see how SRL is formed as a result of learning transitions based on their motivations. The research samples use students from Mathematics, Physics, and Chemistry Education study programs who undergo an online learning transition. Likert scale questionnaires are used as instruments related to motivation and SRL. The research uses mixed methods approach which is analysed quantitatively and qualitatively. It shows that there is no difference in students’ SRL from Mathematics and non-Mathematics Education study programs based on their motivations and there is no interaction between the study program and motivation in determining SRL. Quantitative results are strengthened by descriptive qualitative exposure through indicator and open-ended questions analysis on SRL instrument. The conclusion shows that students in Mathematics and non-Mathematics Education, both from high and low motivation groups, feel the need to develop their SRL during difficult situations in interpreting differential calculus learning provided by lecturers.