PETE, as a place for PE teacher training, requires an analysis of the functioning of subjects related to the SDGs. Since 2006, Active Learning Models (ALM) in track and field courses have aspired to provide contextual learning experiences to PE teacher candidates. However, there is no in-depth analysis of ALM implementation in ensuring the readiness and independence of student learning during lectures. The purpose of this study is to strengthen the evidence that ALM can build the self-regulation and self-efficacy of prospective PE teachers. This research is a weak experimental type using a one-shot case study design. The sample involved 142 students(M= 83 and F= 59) who followed the ALM syntax for one semester. Portfolios and log-activity scores were used to measure self-regulation, while the Authentic Learning Self-Efficacy Scale (ALSS) questionnaire was used to measure Self-Efficacy. Data analysis used descriptive, correlation, ANOVA, and regression. The results showed that the students possessed adequate self-efficacy while participating in ALM. The differences in the characteristics of students based on the class that necessitated adjustments in the implementation of the instructional model were discussed. In addition, learning activity was determined as the most important variable in explaining student self-regulation in successfully achieving academic achievement.
Albareda-Tiana, S., Vidal-Raméntol, S., Pujol-Valls, M., & Fernández-Morilla, M. (2018). Holistic Approaches to Develop Sustainability and Research Competencies in Pre-Service Teacher Training. Sustainability 2018, Vol. 10, Page 3698, 10(10), 3698. https://doi.org/10.3390/SU10103698
Araban, S., Zainalipour, H., Hasan, R., Saadi, R., Javdan, M., Sezide, K., & Sajjadi, S. (2012). Study of Cooperative Learning Effects on Self-Efficacy and Academic Achievement in English Lesson of High School Students. J. Basic. Appl. Sci. Res, 2(9), 8524–8526. http://www.leeds.ac.uk/educol/
Asún, S., Chivite, M. T., & Romero, M. R. (2020). Perceptions of Professional Competences in Physical Education Teacher Education (PETE). Sustainability 2020, Vol. 12, Page 3812, 12(9), 3812. https://doi.org/10.3390/SU12093812
Bradley, R. L., Browne, B. L., & Kelley, H. M. (2017). Examining the Influence of Self-Efficacy and Self-Regulation in Online Learning. College Student Journal, 51(4), 518–530. https://www.ingentaconnect.com/content/prin/csj/2017/00000051/00000004/art00008
Buran, A., & Evseeva, A. (2015). Prospects of Blended Learning Implementation at Technical University. Procedia - Social and Behavioral Sciences, 206, 177–182. https://doi.org/10.1016/J.SBSPRO.2015.10.049
Coenders, F., & Terlouw, C. (2015). A Model for In-service Teacher Learning in the Context of an Innovation. Journal of Science Teacher Education, 26(5), 451–470. https://doi.org/10.1007/s10972-015-9432-5
Daouk, Z., Bahous, R., & Bacha, N. N. (2016). Perceptions on the effectiveness of active learning strategies. Journal of Applied Research in Higher Education, 8(3), 360–375. https://doi.org/10.1108/JARHE-05-2015-0037/FULL/XML
Digiacinto, K. L., Bulger, S. M., & Wayda, V. (2017). Rethinking PETE Program Admissions to Include Teacher Candidate Dispositions. The Physical Educator, 74(1), 63–84.
Elahi, M., Ricci, F., & Rubens, N. (2016). A survey of active learning in collaborative filtering recommender systems. Computer Science Review, 20, 29–50. https://doi.org/10.1016/J.COSREV.2016.05.002
Evens, M., Elen, J., Larmuseau, C., & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education. Teaching and Teacher Education, 75, 244–258. https://doi.org/10.1016/J.TATE.2018.07.001
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012a). How to Design and Evaluate Research in Education. McGraw-Hill Humanities/Social Sciences/Languages.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012b). How to Design and Evaluate Research In Education (6th ed.). Mc Graw Hill.
Funke, J., Fischer, A., & Holt, D. V. (2018). Competencies for Complexity: Problem Solving in the Twenty-First Century (pp. 41–53). Springer, Cham. https://doi.org/10.1007/978-3-319-65368-6_3
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis (7th ed.). Pearson Education Limited.
Lai, C.-L., Hwang, G.-J., & Tu, Y.-H. (2018). The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy. Educational Technology Research and Development, 66(4), 863–892. https://doi.org/10.1007/s11423-018-9585-y
Larkin, T. L. (2022). Lessons Learned During a Global Pandemic: Teaching Takeaways. Lecture Notes in Networks and Systems, 390 LNNS, 37–44. https://doi.org/10.1007/978-3-030-93907-6_5
Martin, J. P. (2018). Skills for the 21st century: Findings and policy lessons from the OECD survey of adult skills (No. 138; IZA Policy Paper). https://www.econstor.eu/handle/10419/180633
Nelson, L. P., & Crow, M. L. (2014). Do Active-Learning Strategies Improve Students’ Critical Thinking? Higher Education Studies, 4(2), 77–90. https://doi.org/10.5539/hes.v4n2p77
Songserm, U., & Tosola, C. (2017). Active Learning Instruction for higher order thinking skill development. International Humanities, Social Sciences and Arts, 10(5). https://he02.tci-thaijo.org/index.php/Veridian-E-Journal/article/view/109870
Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education, 14(2), 109–122. https://doi.org/https://doi.org/10.1177%2F1469787413481132
Stephen, J. S., Rockinson-Szapkiw, A. J., & Dubay, C. (2020). Persistence Model of Non-traditional Online Learners: Self-Efficacy, Self-Regulation, and Self-Direction, 34(4), 306–321. https://doi.org/10.1080/08923647.2020.1745619
Suroto. (2018, July 1). Active Learning Model in Track and Field Course for Pre-service Physical Education Teacher. Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018). https://doi.org/10.2991/soshec-18.2018.68
Taheri-Kharameh, Z., Sharififard, F., Asayesh, H., Sepahvandi, M., & Hoseini, M. H. (2018). Relationship between academic self-efficacy and motivation among medical science students. Journal of Clinical and Diagnostic Research, 12(7), JC07-JC10. https://doi.org/10.7860/JCDR/2018/29482.11770
Taliaferro, A. R., Ayers, S. F., & Housner, L. (2017). A Descriptive Analysis of the Application of PETE Standards. The Journal of School Health, 74(4), 606–626.
Tezer, M., Yildiz, E. P., & Uzunboylu, H. (2018). Online authentic learning self-efficacy: a scale development. Quality & Quantity, 52(S1), 639–649. https://doi.org/10.1007/s11135-017-0641-1
Usher, E. L. (2012). Self-Efficacy for Self-Regulated Learning. In Encyclopedia of the Sciences of Learning (pp. 3001–3003). Springer US. https://doi.org/10.1007/978-1-4419-1428-6_835
Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47–59. https://doi.org/10.1016/j.tate.2016.10.001
Virtanen, P., Niemi, H., & Nevgi, A. (2017). Active learning and self-regulation enhance student teachers’ professional competences. Australian Journal of Teacher Education (Online), 42(12). https://search.informit.org/doi/abs/10.3316/ielapa.313660196196001
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy and Practice, 27(5), 562–583. https://doi.org/10.1080/0969594X.2020.1827221/SUPPL_FILE/CAIE_A_1827221_SM1759.DOCX
Yao, C. (2019). An investigation of adult learners’ viewpoints to a blended learning environment in promoting sustainable development in China. Journal of Cleaner Production, 220, 134–143. https://doi.org/10.1016/J.JCLEPRO.2019.01.290
Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/CEPS.1999.1016
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright (c) 2022 Suroto Suroto, Bambang Ferianto Tjahyo Kuntjoro, Vega Candra Dinata, Bayu Budi Prakoso