Self-Management In Learning
Learning process in Indonesia has gradually changed from teacher-centered learning to learner-centered learning. Students are no longer viewed as passive individuals who only receive lessons and instructions from teachers. They are now assumed as having ability to be actively involved in gaining their own knowledge. These changes are found in the new curriculum in Indonesia, Kurikulum 2013. In this curriculum, there is wider autonomy for students to manage their own learning. Teachers are no longer the main sources of knowledge, and students are expected to actively gain information for their own learning from various sources. So, with this autonomy, students need to manage their strategies to get knowledge effectively. Therefore, students’ ability in managing their own learning process becomes very important for their success in Kurikulum 2013.
In many research, the self-management in learning process is known as self-regulated learning. According to Zimmerman (2002), self-regulated learning is a process which students direct themselves in transforming their mental abilities into academic skill. In self-regulated learning process, students view learning as an activity that they actively do for themselves rather than as an event that happens to them in reaction to teaching.
Characteristics of self-regulated learners can be identified through the dimensions of self-regulated learning. Lindner and Harris (2002 in Meloy, 2009) stated that there are three dimensions of
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