The effect of deep learning and problem based learning on active and independent learning with mediation variable

Fauziyah Qurrota A'yun Tamami; Muhammad Wildan Shohib; Muh. Nur Rochim Maksum; Md. Fajlay Rabbi; Zainor  Daud; Nazar Fadli; Munshid Falih  Wadi

doi:10.30862/jri.v5i2.718

Authors

Fauziyah Qurrota A'yun Tamami Universitas Muhammadiyah Surakarta, Indonesia
Muhammad Wildan Shohib Universitas Muhammadiyah Surakarta, Indonesia
Muh. Nur Rochim Maksum Universitas Muhammadiyah Surakarta, Indonesia
Md. Fajlay Rabbi Khulna University, Bangladesh
Zainor Daud Universiti Sains Islam Malaysia, Malaysia
Nazar Fadli Necmettin Erbakan University, Turkey
Munshid Falih Wadi University of Diyala, Iraq

DOI:

https://doi.org/10.30862/jri.v5i2.718

Keywords:

Collaborative learning strategies, learning motivation, student engagement

Abstract

This study aims to analyze the influence of deep learning (DL) and problem based learning (PBL) on the active and independent learning of students with the mediation variable of self-regulated learning (SRL) at high school in Surakarta. The research method used was an explanatory quantitative approach with data collection through a closed questionnaire distributed to 157 students in grades X and XI. Data were analyzed using the structural equation modeling (SEM) approach SmartPLS 4.0 software. The analysis stage includes evaluating the measurement model (outer model) by testing convergent validity (AVE). Furthermore, the structural model (inner model) was analyzed by testing the path coefficient and significance using the bootstrapping method. Hypothesis testing was carried out with the h_o rejection criterion if the p-value was < 0.05 and the t-statistic > 1.96. The results of the study show that deep learning and problem based learning have a significant effect on active and independent learning, both directly and through the mediation of self-regulated learning. All study variables met the criteria for validity and reliability, as indicated by AVE and Cronbach's alpha values above 0.5 and 0.7. The model fit index (SRMR = 0.089, and NFI = 0.931) confirms the fit of the proposed model. The results show that deep learning and problem based learning significantly affect active and independent learning through self-regulated learning strategies and are capable of enhancing students’ active involvement and independence in learning process.

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