Learning Styles and Self-Regulation: A Case Study of Economic Education Students at Mulawarman University

Sudarman; Ratna Fitri  Astuti; Riyo  Riyadi; Noor  Ellyawati

doi:10.55927/eajmr.v2i6.4462

Authors

Sudarman Economic Education Department of Universitas Mulawarman
Ratna Fitri Astuti Economic Education Department of Universitas Mulawarman
Riyo Riyadi Economic Education Department of Universitas Mulawarman
Noor Ellyawati Economic Education Department of Universitas Mulawarman

DOI:

https://doi.org/10.55927/eajmr.v2i6.4462

Keywords:

Learning Style, Self-Regulation, Concrete Experience, Reflective Observation, Active Experimentation

Abstract

This study identifies the relationship between learning styles and students' self-regulation in carrying out teaching practices at different levels of education. The next step is to investigate the strength of the relationship between different learning styles and different self-regulated learning skills. It was found that learning styles such as concrete experience, reflective observation, abstract conceptualisation and active experimentation have a strong relationship with students' ability to learn independently. Students with the concrete experience learning style have the ability to use cognitive strategies (0.642) and self-regulation (0.431). Reflective observation has a cognitive strategy ability of 0.522 and self-regulation of 0.453; abstract conceptualisation has a cognitive strategy ability of 0.446 and self-regulation of 0.641; and active experimentation has a cognitive strategy ability of 0.622 and self-regulation of 0.539. The conclusion of this study is that in order to develop the best competencies, pre-service teachers need high motivation to learn and good self-regulation strategies.

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