Profiles and support in student readiness

Widyaning Hapsari, Fazreena Mansor, Purba Rhisma Sutikno

Abstract

This study explores student learning readiness for implementing the Independent Curriculum, focusing on the transition from home to school and the role of family support. It aims to identify learning profiles, including styles and motivation, and assess family social support as a key factor. Using a descriptive quantitative approach, data were collected from 550 students in grades X–XII at SMAN 1 Wadaslintang through surveys on learning styles, motivation, and family support, analyzed with SPSS 26.0. The results reveal that most students have high motivation and strong family support, with kinesthetic and visual learning styles dominating. Female students show higher motivation and support levels than males. These findings suggest that students with high motivation, suitable learning styles, and supportive families are better prepared for the curriculum transition. The study highlights the importance of understanding individual learning profiles and family support to facilitate successful curriculum implementation, contributing to enhanced competency-based education. Limitations include the sample size and scope, which may affect generalizability. Future research should explore these factors using longitudinal designs to assess causality and include diverse school settings to enhance generalizability. Additionally, qualitative studies could provide deeper insights into student and family experiences during curriculum transitions.

Keywords

Student Readiness; Family Support; Learning Profiles; Curriculum; Motivation

Full Text:

Fulltext PDF

References

Anderson, L. W. (2019). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Pearson Education.

Boekaerts, M. (2011). Emotion, motivation, and self-regulated learning. In R. J. Sternberg & S. R. Grigorenko (Eds.), Psychology of motivation and learning (Vol. 14, pp. 117–145). Springer Science + Business Media.

Chen, Y., Li, X., & Wang, Z. (2020). The impact of learning styles on academic performance: A review. Educational Psychology Review, 32(2), 329–351.

Dweck, C. S. (2016). Mindset: The new psychology of success. Ballantine Books.

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A decade of change. Contemporary Educational Psychology, 61, 101860.

Felder, R. M., & Brent, R. (2016). Teaching and learning styles: Reaching the diverse audience. In L. K. Michaelsen & D. H. Ebert (Eds.), New directions for teaching and learning (Vol. 2016, Issue 148, pp. 33–48). Jossey-Bass.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Jamal, M., Rahman, T., & Hidayat, R. (2021). Strategies for effective education in the context of curriculum reform. Indonesian Journal of Educational Policy, 5(1), 20–35.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Implementasi pembelajaran berdiferensiasi dalam Kurikulum Merdeka. Kemendikbudristek.

Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(4), 383–409.

Kusuma, A. R., & Hamidah, I. (2020). Pengaruh lingkungan belajar terhadap motivasi belajar siswa. Jurnal Pendidikan, 5(2), 123–135.

Linnenbrink-Garcia, L., Wormington, S. V., Harley, J. M., & Hulleman, C. S. (2016). Motivation and emotion in education. Educational Psychologist, 51(3), 325–352.

Noddings, N. (2012). Philosophy of education. Westview Press.

Organisation for Economic Co-operation and Development (OECD). (2018). The future of education and skills: Education 2030. OECD Publishing.

Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Allen & Unwin.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Educational Psychologist, 43(2), 105–123.

Pinquart, M. (2016). Associations of parenting styles and dimensions with academic achievement and adjustment of children and adolescents: A meta-analysis. Journal of Family Psychology, 30(2), 129–138.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology, 61, 101860.

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications. Pearson.

Smith, J., & Lee, M. (2019). Social support and student motivation in school transitions. Journal of School Counseling, 17(3), 45–59.

Sulaiman, T., Ahmad, N., Rahim, M., & Yusuf, R. (2018). The role of family support in students' academic achievement. International Journal of Adolescence and Youth, 23(4), 456–467.

Wigfield, A., & Eccles, J. S. (2002). The development of achievement motivation. Academic Press.

Refbacks

  • There are currently no refbacks.