Technology Compatibility and Social Support: Determinants of Students' Self-Regulated Learning in the Digital Era
Abstract
Education was regarded as a long-term investment to develop superior human resources. Unfortunately, the education system in Indonesia remained overshadowed by inequality and systemic obsolescence, making the reinforcement of self-regulated learning (SRL) as the foundation of students’ learning autonomy urgently necessary. The objective of this study was to investigate the impact of Technology Compatibility and Social Support on the SRL of students at Catholic Senior High School Bhakti Luhur Malang, Indonesia. Employing a quantitative approach, data were collected from 144 students selected through a stratified random sampling technique. The research instrument consisted of questionnaires for the three measured constructs, all of which had been validated in advance. Multiple linear regression analysis was conducted using SPSS software. The results revealed that the correlation coefficient between the independent and dependent variables was r = 0.786, indicating a strong relationship. In terms of causality, the simultaneous regression analysis yielded p = 0.001 < 0.05, suggesting that the regression model was appropriate for predicting students' SRL. Furthermore, the variables of Technology Compatibility and Social Support were found to significantly affect SRL individually, with each showing a p = 0.001. Therefore, both simultaneously and individually, the two independent variables significantly influenced students’ SRL, with Social Support contributing more than Technology Compatibility.
Downloads
References
Acar, E., & Özler, A. (2024). Mastery Learning Approach Supported by Flipped Classroom: Does It Affect Academic Achievement and Self-Regulation Skills. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/jpsp.202425567
Alhadi, S., Saputra, W. N. E., & Supriyanto, A. (2018). The Analysis of Validity and Reliability of Self-Regulated Learning Scale. https://doi.org/10.2991/icei-17.2018.74
Andini, P., Gurendrawati, E., & Sumiati, A. (2023). The Influence of Learning Discipline and Learning Motivation on Self-Regulated Learning With Parenting Patterns as a Moderating Variable. International Journal of Multidisciplinary Research and Literature, 2(2), 155–163. https://doi.org/10.53067/ijomral.v2i2.101
Aulia, R. diva, & Efendi, G. (2024). Application Rancang Bangun Aplikasi Kepuasan Mahasiswa Dalam Pembelajaran. Journal of Scientech Research and Development, 5(2), 889–897. https://doi.org/10.56670/jsrd.v5i2.261
Azizah, U. F., & Ruhaena, L. (2022). The Role of Self-Regulatory Learning, Religiosity, and Parental Social Support With Student Academic Procrastination in Distance Learning. Indigenous Jurnal Ilmiah Psikologi, 7(2), 176–188. https://doi.org/10.23917/indigenous.v7i2.18087
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(52), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
Brahma, B., & Saikia, P. (2023). Influence of Self-Regulated Learning on the Academic Procrastination of College Students. Journal of Education and Health Promotion, 12(1). https://doi.org/10.4103/jehp.jehp_1106_22
Darmi, H., Manalu, H. A. R., Samastha, V., H., A. K. D., Simanulang, R. I. H., & Rusilowati, U. (2024). Penyuluhan Digital Marketing Kepada Anggota Sekolah Pencetak Wirausaha (SPW) Binaan UMKM. 2(3), 166–172. https://doi.org/10.70001/iaj.v2i3.132
Dewi, M. S., & Hadiana, D. (2021). School Engagement: Role of Self-Regulated Learning in the Time of Coronavirus Pandemic. Advances in Social Science, Education and Humanities Research, 454, 150–155. https://doi.org/10.2991/assehr.k.210423.080
Duru, D. C., David, O., & Ike, I. C. (2023). Secondary School Students Self-Regulated Learning Skill as Predictor of Mathematics Achievement in Imo State Nigeria: Focus on Gender. Brillo Journal, 2(2), 94–107. https://doi.org/10.56773/bj.v2i2.36
Elvag, S. A. K., Yulitri, R., Hardi, E., & Hadiarni, H. (2023). Prokrastinasi Akademik Peserta Didik Kelas Xi Di Sma Negri 2 Sungai Tarab. Indonesian Journal of Counseling & Development, 5(1), 1–8. https://doi.org/10.32939/ijcd.v5i1.2730
Fu-hai, A. N., Xi, L., & Yu, J. (2023). The Relationship Between Technology Acceptance and Self-Regulated Learning: The Mediation Roles of Intrinsic Motivation and Learning Engagement. Education and Information Technologies, 29(3), 2605–2623. https://doi.org/10.1007/s10639-023-11959-3
Garcí¬a-Ros, R., Pérez‐González, F., Tomás, J. M., & Sancho, P. (2022). Effects of Self-Regulated Learning and Procrastination on Academic Stress, Subjective Well-Being, and Academic Achievement in Secondary Education. Current Psychology, 42(30), 26602–26616. https://doi.org/10.1007/s12144-022-03759-8
Ghozali, I. (2021). Aplikasi analisis multivariate dengan program IBM SPSS 26 (Edisi 10). Badan Penerbit Universitas Diponegoro.
Guo, Q., Xie, X., Ma, L., Hu, Q., Feng, R., Li, L., Liu, Y., Zhao, J., & Li, X. (2018a). An Orchestrated Empirical Study on Deep Learning Frameworks and Platforms. https://doi.org/10.48550/arxiv.1811.05187
Iqbal, M., Astuti, E. S., Trialih, R., Wilopo, W., Arifin, Z., & Aprilian, Y. A. (2020). The Influences of Information Technology Resources on Knowledge Management Capabilities: Organizational Culture as Mediator Variable. Human Systems Management, 39(2), 129–139. https://doi.org/10.3233/hsm-190562
Jia, Q., Lei, Y., Guo, Y., & Li, X. (2021). Leveraging Enterprise Social Network Technology: Understanding the Roles of Compatibility and Intrinsic Motivation. Journal of Enterprise Information Management, 35(6), 1764–1788. https://doi.org/10.1108/jeim-05-2021-0225
Jyothsna, M., P, V. S., & Kryvinska, N. (2024). Exploring the Chatbot Usage Intention-a Mediating Role of Chatbot Initial Trust. Heliyon, 10(12), e33028. https://doi.org/10.1016/j.heliyon.2024.e33028
Karahanna, E., Agarwal, R., & Angst, C. M. (2006). Reconceptualizing compatibility beliefs in technology acceptance. 30(4), 781–804. https://doi.org/https://doi.org/10.2307/25148754
Khairiyah, Y., & Maiyana, E. (2023). Sistem Pembelajaran Berbasis Teknologi Untuk Meningkatkan Keterampilan Siswa Dalam Bidang IT. Jurnal Sosial Teknologi, 3(11), 944–948. https://doi.org/10.59188/jurnalsostech.v3i11.982
Kimber, C. T. (2009). The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. Dissertation Abstracts International Section A: Humanities and Social Sciences, 70(6-A), 1965.
Listiana, L., Raharjo, R., & Hamdani, A. S. (2020a). Enhancing Self-Regulation Skills Through Group Investigation Integrated With Think Talk Write. International Journal of Instruction, 13(1), 915–930. https://doi.org/10.29333/iji.2020.13159a
Ma’ruf, S. F., Muwaffiqillah, Moch., & Burhani, Moh. I. (2022). Pengaruh Dukungan Sosial Keluarga Dan Iklim Sekolah Terhadap Self Regulated Learning Siswa. Happiness Journal of Psychology and Islamic Science, 1(2), 97–109. https://doi.org/10.30762/happiness.v1i2.333
Maulana, M. R., & Setiawati, N. A. (2023). Pengaruh Penggunaan Teknologi Informasi Dan Komunikasi Terhadap Motivasi Belajar Siswa Di SMK Winaya Loka Depok. Research and Development Journal of Education, 9(2), 722. https://doi.org/10.30998/rdje.v9i2.18398
Mawardi, A. C. (2022a). Hubungan Faktor Lingkungan Terhadap Self-Regulated Learning (SRL) Pada Mata Kuliah Praktikum Optika Dan Gelombang Pada Masa Pandemi COVID-19. Jurnal Ilmiah Pendidikan Fisika, 6(1), 188. https://doi.org/10.20527/jipf.v6i1.4874
Miatun, A., & Muntazhimah, M. (2018). The Effect of Discovery Learning and Problem-Based Learning on Middle School Students’ Self-Regulated Learning. Journal of Physics Conference Series, 948(1), 012021. https://doi.org/10.1088/1742-6596/948/1/012021
Nurfatimah, S. A., Hasna, S., & Rostika, D. (2022). Membangun Kualitas Pendidikan Di Indonesia Dalam Mewujudkan Program Sustainable Development Goals (SDGs). Jurnal Basicedu, 6(4), 6145–6154. https://doi.org/10.31004/basicedu.v6i4.3183
Oktariani, O., Munir, A., & Aziz, A. (2020). Hubungan Self Efficacy Dan Dukungan Sosial Teman Sebaya Dengan Self Regulated Learning Pada Mahasiswa Universitas Potensi Utama Medan. Tabularasa Jurnal Ilmiah Magister Psikologi, 2(1), 26–33. https://doi.org/10.31289/tabularasa.v2i1.284
Paska, P. E. I. N., & Laka, L. (2020). Pengaruh Lingkungan Sosial Terhadap Self-Regulated Learning Siswa. Sapa - Jurnal Kateketik Dan Pastoral, 5(2), 39–54. https://doi.org/10.53544/sapa.v5i2.133
Pratitasari, A. D., Hardjono, H., & Satwika, P. A. (2022). Self Regulated Learning, Efikasi Diri Dan Dukungan Sosial Keluarga Pada Siswa SMA Selama Pandemi Covid 19. Jurnal Psikologi Talenta, 7(2), 44. https://doi.org/10.26858/talenta.v7i2.23666
Pratiwi, I. R. (2024). Dynamics of Educational Digitalization in Indonesia: The Influence of Korean Culture in Indonesia. 2(1), 102–106. https://doi.org/10.32672/pice.v2i1.1325
Rahmadini, R. , & Salim, R. M. A. (2023). Pengalaman pembelajaran jarak jauh mahasiswa: Peran self-regulated online learning dan persepsi dukungan sosial terhadap motivasi akademik. Jurnal Penelitian Dan Pengukuran Psikologi: JPPP, 12(2), 80–92.
Rhosada, S. A., Maulina, D. N., & Trihantoyo, S. (2024). Perencanaan Kebutuhan Guru Dan Tenaga Kependidikan Untuk Meningkatkan Mutu Pendidikan Di SMAN 11 Surabaya. 1(3), 8. https://doi.org/10.47134/ptk.v1i3.446
Rogers, E. M. (1983). Diffusion of innovations. The Free Press.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Sabaliauskas, S., Gražulis, D., Žilinskienė, N., & Kaukėnas, T. (2022). Decoding Coaching. How Does a Metacognitive Strategy-Based Training Program Affect Coaches’ Self-Regulation Skills? https://doi.org/10.21203/rs.3.rs-2174612/v1
Saputra, D., & Daliman, D. (2021). Parental Social Support and Achievement Motivation on Self-Regulated Learning Strategy With an Interest as a Mediator Variable. Jpi (Jurnal Pendidikan Indonesia), 10(3), 581. https://doi.org/10.23887/jpi-undiksha.v10i3.29567
Siregar, D. R. S., Ratnaningsih, S., & Nurochim, N. (2022). Pendidikan Sebagai Investasi Sumber Daya Manusia. Edunomia Jurnal Ilmiah Pendidikan Ekonomi, 3(1), 61–71. https://doi.org/10.24127/edunomia.v3i1.3017
Sudarto, S. (2023). Madrasah Education Reform in Indonesia. 1(1), 18–24. https://doi.org/10.58355/maqolat.v1i1.4
Sugiyono. (2019). Stastistika untuk Penelitian. Alfabeta.
Sun, W., Hong, J., Dong, Y., Huang, Y., & Fu, Q. (2022). Self-Directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals. The Asia-Pacific Education Researcher, 32(3), 307–316. https://doi.org/10.1007/s40299-022-00653-6
Sutarni, N., Ramdhany, M. A., Hufad, A., & Kurniawan, E. (2021). Self-Regulated Learning and Digital Learning Environment: Its’ Effect on Academic Achievement During the Pandemic. Jurnal Cakrawala Pendidikan, 40(2), 374–388. https://doi.org/10.21831/cp.v40i2.40718
Syafi’i, A., Bahar, B., Shobicah, S., & Muharam, A. (2023). Pengukuran Indeks Mutu Pendidikan Berbasis Standar Nasional. Jurnal Multidisiplin Indonesia, 2(7), 1697–1701. https://doi.org/10.58344/jmi.v2i7.332
Syafika, N., Nurpratiwi, A., Ismail, L., & Nasriah, N. (2025). Ketika Tren Menjadi Peluang : Analisis Sosiologi Ekonomi Atas Perilaku Bisnis Gen Z Di Era Digital. Journal of Management and Social Sciences, 4(1), 37–46. https://doi.org/10.55606/jimas.v4i1.1720
Syafitri, M., Rachelia, U., Chi, G., & Dariyo, A. (2024). The Role of Teachers in Forming Self-Regulation in Children With Moderate Autism Spectrum. Journal of Social Science, 5(4), 1079–1084. https://doi.org/10.46799/jss.v5i4.890
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. (2003). Sekretariat Negara.
Wardaya, A., Kurniawan, N. B., & Siagian, T. H. (2022). Pengaruh Kemampuan Teknologi Digital Terhadap Prestasi Siswa SMA Di JABODETABEK. Improvement Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan, 9(1), 1–8. https://doi.org/10.21009/improvement.v9i1.27465
Xie, C. (2024). Teacher Support Behavior, Self-Regulated Learning Strategies and EFL Learner Resilience: A Study of Chinese Vocational Students in an EFL Context. International Journal of Research Studies in Language Learning, 10(3). https://doi.org/10.5861/ijrsll.2024.024
Yahya, Et. al. N. A. (2021). Self-Regulated Learning With Open and Distance Learning for Foundation of Applied Mathematics Course. Turkish Journal of Computer and Mathematics Education (Turcomat), 12(5), 1765–1774. https://doi.org/10.17762/turcomat.v12i5.2178
Yang, H., & Xiang, J. (2024). Peer Support and Academic Engagement: The Moderated Mediation Model for College Students. Psychology in the Schools, 62(1), 281–295. https://doi.org/10.1002/pits.23324
Yusnidar, Y., Epinur, E., & Nadila, N. A. (2023). Analysis of Student Responses to Student Worksheets Based on Project Based Learning Models. Integrated Science Education Journal, 4(3), 111–116. https://doi.org/10.37251/isej.v4i3.718
Yusnidar, Y., & Syahri, W. (2022). Implementasi Microlearning Berbasis Case Study Terhadap Hasil Belajar Mahasiswa Pendidikan Kimia. Jurnal Studi Guru Dan Pembelajaran, 5(1), 71–77. https://doi.org/10.30605/jsgp.5.1.2022.1530
Yuzarion, Diponegoro, A. M., Prasetya, A. F., Taufikurrahman, A., Isma, A. I., & Anari, I. (2024). The Contribution of Self-Regulated Learning, Self-Awareness, and Spiritual Intelligence to Academic Achievement. Psikologika: Jurnal Pemikiran Dan Penelitian Psikologi, 29(1), 91–106. https://doi.org/10.20885/psikologika.vol29.iss1.art6
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/https://doi.org/10.1037/0022-0663.81.3.329
Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (Vols. 45, 1, pp. 166–183). American Educational Research Journal. https://doi.org/10.3102/0002831207312909
Zimmerman, B. J. (2015). Self-Regulated Learning: Theories, Measures, and Outcomes. 541–546. https://doi.org/10.1016/b978-0-08-097086-8.26060-1
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51
Copyright (c) 2025 Laurensius Laka, Alfonsus Krismiyanto, Marieta Jona
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution that allows the sharing of articles published with the acknowledgement of authorship and the initial publication in this magazine.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.
