The Effect of Self-Assessment and Students’ Learning Autonomy towards Students’ Performance in Vocational Education
DOI:
https://doi.org/10.23887/jpp.v56i1.60491Keywords:
Learning autonomy, Self-assessment, Performance, Vocational educationAbstract
Creating an independent learning process realized through student-centred learning is quite challenging by many vocational educators particularly in selecting appropriate learning method. Therefore this study was purposed to analyze the effect of self-assessment and students’ learning autonomy towards students’ performance in vocational education. Quasi-Experimental with 2x2 factorial design was used as the research model of this study by involving 60 fourth semester students who took fashion design course. They were selected by using random-matching sampling technique. The data were collected thorough pre-test and post-test in which self-assessment and performance test rubrics were used as research instruments. The obtained data were analysed quantitatively particularly by conducting descriptive quantitative and inferential statistical analysis with the assistance of SPSS.25. The results showed that self-assessment along with the students’ learning autonomy affected students’ performance. Self-assessment improved students’ performance in which it was inseparable from learning autonomy as the influencing factor. In addition, the results drew that students were directly involved in the learning process and self-assessment was maximized by students’ learning autonomy in affecting their performance. The implication of this study strengthens the use of self-assessment and learning autonomy towards students’ performance in fashion design course.
References
Andina, D. M., Cahyono, B. Y., & Widiati, U. (2020). How English Foreign Language Students’ Autonomy and Digital Competence Relate to Their Writing Achievement. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 5(1), 77–86. https://doi.org/10.24042/tadris.v5i1.5760. DOI: https://doi.org/10.24042/tadris.v5i1.5760
Badrinathan, V. (2015). Self-assessment and Learner Autonomy: Challenges in Foreign Language Teaching in India. Third 21st CAF Conference at Harvard, 6(1), 66–73. https://www.21caf.org/uploads/1/3/5/2/13527682/6_badrinathan.pdf.
Beer, P., & Mulder, R. H. (2020). The Effects of Technological Developments on Work and Their Implications for Continuous Vocational Education and Training: A Systematic Review. In Frontiers in psychology (Vol. 11, p. 918). https://doi.org/10.3389/fpsyg.2020.00918. DOI: https://doi.org/10.3389/fpsyg.2020.00918
Berman, E. T., Hamidah, I., Mulyanti, B., & Setiawan, A. (2020). Study of students’ experiences of air conditioning practices in vocational education. IOP Conference Series: Materials Science and Engineering, 830(4), 0–5. https://doi.org/10.1088/1757-899X/830/4/042101. DOI: https://doi.org/10.1088/1757-899X/830/4/042101
Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. Sage.
Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice: reframing self-assessment as a core competency. Frontline Learning Research, 2(1), 22–30. https://doi.org/10.14786/flr.v2i1.24. DOI: https://doi.org/10.14786/flr.v2i1.24
Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 26(4), 3743–3769. https://doi.org/10.1007/s10639-021-10434-1. DOI: https://doi.org/10.1007/s10639-021-10434-1
Chang, T. Y., & Hsu, J. M. (2010). Development framework for tourism and hospitality in higher vocational education in Taiwan. Journal of Hospitality, Leisure, Sport and Tourism Education, 9(1), 101–109. https://doi.org/10.3794/johlste.91.246. DOI: https://doi.org/10.3794/johlste.91.246
Chuntala, A. D. W. (2019). Scientific approach in 21st century learning in Indonesian language learning vocational school of pharmacy. International Journal of Active Learning, 4(2), 71–77. https://journal.unnes.ac.id/nju/index.php/ijal/article/view/17181.
Coşkun, T. K., & Deniz, G. F. (2021). The contribution of 3D computer modeling education to twenty ‑ first century skills : self ‑ assessment of secondary school students. International Journal of Technology and Design Education, 0123456789. https://doi.org/10.1007/s10798-021-09660-y. DOI: https://doi.org/10.1007/s10798-021-09660-y
Ebrahimi, M., Izadpanah, S., & Namaziandost, E. (2021). The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness. Education Research International, 2021. https://doi.org/10.1155/2021/9307474. DOI: https://doi.org/10.1155/2021/9307474
Febriyanti, R. H. (2021). Autonomy Learning in The Praxis of Language Education: A Systematic Review. Hortatori : Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 5(2), 155–165. https://doi.org/10.30998/jh.v5i2.755. DOI: https://doi.org/10.30998/jh.v5i2.755
Feri, R., Soemantri, D., & Jusuf, A. (2016). The relationship between autonomous motivation and autonomy support in medical students’ academic achievement. International Journal of Medical Education, 7, 417–423. https://doi.org/10.5116/ijme.5843.1097. DOI: https://doi.org/10.5116/ijme.5843.1097
Fotiadou, A., Angelaki, C., & Mavroidis, I. (2017). Learner Autonomy as a Factor of the Learning Process in Distance Education. European Journal of Open, Distance and E-Learning, 20(1), 96–111. https://doi.org/10.1515/eurodl-2017-0006. DOI: https://doi.org/10.1515/eurodl-2017-0006
Gholami, H. (2016). Self Assessment and Learner Autonomy. Theory and Practice in Language Studies, 6(1), 46. https://doi.org/10.17507/tpls.0601.06. DOI: https://doi.org/10.17507/tpls.0601.06
Huda, M. I., Musarokah, S., & Adi, A. B. P. K. (2020). Promoting Learner Autonomy Through Self-Assessment in Writing Class. ETERNAL (English Teaching Journal), 11(2), 36–50. https://doi.org/10.26877/eternal.v11i2.7561. DOI: https://doi.org/10.26877/eternal.v11i2.7561
Ibrahim-González, N., & Noordin, N. (2012). Learner Autonomy via Self-Assessment in Consecutive Interpreting for Novice Learners in a Non-Interpreting Environment. Sino-US English Teaching, 9(4), 1065–1073. https://www.researchgate.net/profile/Noraini-Ibrahim-Gonzalez/publication/309193469_Learner_Autonomy_via_Self-Assessment_in_Consecutive_Interpreting_for_Novice_Learners_in_a_Non-Interpreting_Environment/links/58045cd608ae310e0d9f53c1/Learner-Autonomy-via-Self-Assessment-in-Consecutive-Interpreting-for-Novice-Learners-in-a-Non-Interpreting-Environment.pdf.
Javaherbakhsh, M. R. (2010). The Impact of Self-Assessment on Iranian EFL Learners’ Writing Skill. English Language Teaching, 3(2), 213–218. https://doi.org/10.5539/elt.v3n2p213. DOI: https://doi.org/10.5539/elt.v3n2p213
Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1), 34. https://doi.org/10.1186/s40594-018-0131-6. DOI: https://doi.org/10.1186/s40594-018-0131-6
Khizer, N. U., Moghal, S., & Saeed, M. A. (2021). The Effects of Self-Assessment on the Learners’ Academic Performance. PalArch’s Journal of Archaeology of Egypt/ Egyptology, 18(March), 5209–5220. https://archives.palarch.nl/index.php/jae/article/download/7111/6805.
Kivunja, C. (2014). Teaching students to learn and to work well with 21st Century skills: Unpacking the career and life skills domain of the new learning paradigm. International Journal of Higher Education, 4(1), 1–11. https://doi.org/10.5430/ijhe.v4n1p1. DOI: https://doi.org/10.5430/ijhe.v4n1p1
Kurniawan, A., Kuat, T., & Purnawan, P. (2020). Practicum Workshop and Learning Media Quality in the Light Vehicle Engineering Department of Vocational High Schools. Journal of Vocational Education Studies, 3(1), 49. https://doi.org/10.12928/joves.v3i1.2143. DOI: https://doi.org/10.12928/joves.v3i1.2143
Lee, Y.-H. (2009). Self-assessment as an Autonomous Learning Tool in an Interpretation Classroom. Meta, 50(4). https://doi.org/10.7202/019869ar. DOI: https://doi.org/10.7202/019869ar
Marshik, T., Ashton, P. T., & Algina, J. (2017). Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement. Social Psychology of Education, 20(1), 39–67. https://doi.org/10.1007/s11218-016-9360-z. DOI: https://doi.org/10.1007/s11218-016-9360-z
Mican, A. D., & Medina, L. C. (2017). Boosting vocabulary learning through self-assessment in an English language teaching context. Assessment and Evaluation in Higher Education, 42(3), 398–414. https://doi.org/10.1080/02602938.2015.1118433. DOI: https://doi.org/10.1080/02602938.2015.1118433
Miniawi, H. El, & Brenjekjy, A. (2015). Educational Technology, Potentials, Expectations and Challenges. Procedia - Social and Behavioral Sciences, 174, 1474–1480. https://doi.org/10.1016/j.sbspro.2015.01.777. DOI: https://doi.org/10.1016/j.sbspro.2015.01.777
Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (2021). Difficulties in implementing 21st century skills competence in vocational education learning. International Journal of Evaluation and Research in Education, 10(4), 1229–1236. https://doi.org/10.11591/ijere.v10i4.22028. DOI: https://doi.org/10.11591/ijere.v10i4.22028
Novalinda, R., Giatman, M., Syahril, Ambiyar, & Fajra. (2020). Problem-based learning: 21st century vocational education. International Journal of Multi Science, 1(7), 12–19. https://www.multisciencejournal.com/index.php/ijm/article/view/84.
Nurtanto, M., Kholifah, N., Masek, A., Sudira, P., & Samsudin, A. (2021). Crucial Problems in Arranged The Lesson Plan of Vocational Teacher. International Journal of Evaluation and Research in Education (IJERE), 10(1), 345–354. https://doi.org/10.11591/ijere.v10i1.20604. DOI: https://doi.org/10.11591/ijere.v10i1.20604
Orakci, S., & Gelisli, Y. (2019). The Effect of the Application of Learning Activities Based on Learner Autonomy on the 6th Grade Students’ English Achievements, Attitudes, and Learner Autonomy. International Journal of Curriculum and Instruction, 11(1), 269–292. https://eric.ed.gov/?id=EJ1217908.
Oviawe, J. I., Uwameiye, R., & Uddin, P. S. . (2017). Bridging Skill Gap to Meet Technical, Vocational Education and Training School-Workplace Collaboration in the 21st Century. International Journal of Vocational Education and Training Research, 3(1), 7. https://doi.org/10.11648/j.ijvetr.20170301.12. DOI: https://doi.org/10.11648/j.ijvetr.20170301.12
Panadero, E., Tapia, J. A., & Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22(6), 806–813. https://doi.org/10.1016/j.lindif.2012.04.007. DOI: https://doi.org/10.1016/j.lindif.2012.04.007
Purnomo, E., & Munadi, S. (2005). Evaluasi Hasil Belajar dalam Implementasi Kurikulum Berbasis Kompetensi di Sekolah Menengah Kejuruan. Cakrawala Pendidikan, 24(2), 259–272. https://doi.org/10.21831/cp.v0i2.372.
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-Assessment: The effect on students’ independence and writing competence. International Journal of Instruction, 11(3), 277–290. https://doi.org/10.12973/iji.2018.11320a. DOI: https://doi.org/10.12973/iji.2018.11320a
Reyes, R. D. G. D., & Torio, V. A. G. (2021). The Relationship of Expert Teacher–Learner Rapport and Learner Autonomy in the CVIF-Dynamic Learning Program. Asia-Pacific Education Researcher, 30(5), 471–481. https://doi.org/10.1007/s40299-020-00532-y. DOI: https://doi.org/10.1007/s40299-020-00532-y
Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten Benefits of Testing and Their Applications to Educational Practice. In Psychology of Learning and Motivation - Advances in Research and Theory (Vol. 55). Elsevier Inc. https://doi.org/10.1016/B978-0-12-387691-1.00001-6. DOI: https://doi.org/10.1016/B978-0-12-387691-1.00001-6
Ross, J. A., & Bruce, C. D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23(2), 146–159. https://doi.org/10.1016/j.tate.2006.04.035. DOI: https://doi.org/10.1016/j.tate.2006.04.035
Rusman, Kurniawan, D., & Riyana, C. (2012). Pembelajaran berbasis teknologi informasi dan komunikasi : mengembangkan profesionalitas guru. Rajawali.
Setiyawami, Sugiyo, & Rahardjo, T. J. (2020). The Role of Vocational Education on the Advancement of Human Development in Indonesia. Advances in Social Science, Education and Humanities Research, 443, 406–410. https://doi.org/10.2991/assehr.k.200620.079. DOI: https://doi.org/10.2991/assehr.k.200620.079
Sharma, R., Jain, A., Gupta, N., Garg, S., Batta, M., & Dhir, S. (2016). Impact of self-assessment by students on their learning. International Journal of Applied and Basic Medical Research, 6(3), 226. https://doi.org/10.4103/2229-516x.186961. DOI: https://doi.org/10.4103/2229-516X.186961
Shen, B., Bai, B., & Xue, W. (2020). The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class. Studies in Educational Evaluation, 64(March 2019), 100821. https://doi.org/10.1016/j.stueduc.2019.100821. DOI: https://doi.org/10.1016/j.stueduc.2019.100821
Sintayani, N. L., & Adnyayanti, N. L. P. E. (2022). Analysis of Self-Assessment Effect on EFL Students’ Speaking Performance. Journal of Educational Study, 2(1), 83–91. https://doi.org/10.36663/joes.v2i1.263. DOI: https://doi.org/10.36663/joes.v2i1.263
Sosibo, Z. C. (2019). Self-assessment: A learner-centred approach towards transforming traditional practices and building self-directed learners. South African Journal of Higher Education, 33(5), 76–97. https://doi.org/10.20853/33-5-3586. DOI: https://doi.org/10.20853/33-5-3586
Sudirtha, I. G., Widiana, I. W., Setemen, K., Sukerti, N. W., Widiartini, N. K., & Santiyadnya, N. (2022). The Impact of Blended Learning Assisted with Self-Assessment toward Learner Autonomy and Creative Thinking Skills. International Journal of Emerging Technologies in Learning, 17(6), 163–180. https://doi.org/10.3991/ijet.v17i06.29799. DOI: https://doi.org/10.3991/ijet.v17i06.29799
Sulistyaningsih, Sulam, K., Syakur, A., & Musyarofah, L. (2019). The Implementation of 21st Century Skills as the New Learning Paradigm to the Result of Student’s Career and Life Skills. Magister Scientiae, 1(1), 1–10. https://doi.org/10.51836/journeel.v1i1.37. DOI: https://doi.org/10.51836/journeel.v1i1.37
Susilo, A., & Sarkowi, S. (2018). Peran Guru Sejarah Abad 21 dalam Menghadapi Tantangan Arus Globalisasi. Historia: Jurnal Pendidik Dan Peneliti Sejarah, 2(1). https://doi.org/10.17509/historia.v2i1.11206. DOI: https://doi.org/10.17509/historia.v2i1.11206
Vasileiadou, D., & Karadimitriou, K. (2021). Examining the impact of self-assessment with the use of rubrics on primary school students’ performance. International Journal of Educational Research Open, 2(January), 100031. https://doi.org/10.1016/j.ijedro.2021.100031. DOI: https://doi.org/10.1016/j.ijedro.2021.100031
Widiartini, N. K., Sudhirta, I. G., & Sukerti, N. W. (2023). The Effect of Self-assessment and Motivation Toward Students’ Performance in Practicum Classroom. In Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022). Atlantis Press SARL. https://doi.org/10.2991/978-2-494069-35-0. DOI: https://doi.org/10.2991/978-2-494069-35-0_128
Widyastuti, R., & Utami, I. S. (2018). Development of Product-Based Job Sheet as Instructional Media in Vocational Education. Journal of Educational Science and Technology (EST), 4(2), 119–125. https://doi.org/10.26858/est.v4i2.6064. DOI: https://doi.org/10.26858/est.v4i2.6064
Winatha, K. R., & Abubakar, M. M. (2018). The Usage Effectivity of Project-Based Interactive E-Module in Improving Students’ Achievement. Jurnal Pendidikan Teknologi Dan Kejuruan, 24(2), 198–202. https://doi.org/10.21831/jptk.v24i2.20001. DOI: https://doi.org/10.21831/jptk.v24i2.20001
Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: towards a model of how students engage in self-assessment. Assessment and Evaluation in Higher Education, 42(8), 1247–1262. https://doi.org/10.1080/02602938.2016.1260091. DOI: https://doi.org/10.1080/02602938.2016.1260091
Yusuf, B., Walters, L. M., & Sailin, S. N. (2020). Restructuring Educational Institutions for Growth in The Fourth Industrial Revolution (4IR): A Systematic Review. International Journal of Emerging Technologies in Learning, 15(3), 93–109. https://doi.org/10.3991/ijet.v15i03.11849. DOI: https://doi.org/10.3991/ijet.v15i03.11849
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Widiartini Ni Ketut
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan dan Pengajaran agree to the following terms:- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
