The Influence of Self-regulation and the Gadget Utilization Intensity

as Learning Resources in the Era of IR 4.0 to Students’ Learning

Outcome

Siti Sahronih

State University of Jakarta, Indonesia

Keywords: Self-regulation, Gadget, Students’ learning outcome

Abstract: The purpose of this research was to know the influence of self-regulation and the gadget utilization intensity

as learning resources in the era of IR 4.0 to studens’ learning outcome of VI class SDN Uwungjaya

Tangerang City School Year 2018/2019. The result of research showed that, there was influence of self-

regulation and the gadget utilization intensity as learning resources to students’ learning outcome. The

conclusion of this research were: (1) there is influence of self-regulation to students’ learning outcome; (2)

there is influence of gadget utilization intensity as learning resources to students’ learning outcome; (3)

there is influence of self-regulation and gadget utilization intensity as learning resources in the era of IR 4.0

to students’ learning outcome. The method that used in this research is ex post facto. Population of this

research was the 6th grade students of SDN Uwungjaya with total 32 students. The data in this research are

collected by using questionnaire, observation, and study documentary.

1 INTRODUCTION

Education in many countries are continue to

experience development, no exception in Indonesia.

As a developing country, Indonesia currently

continue to try to do a variety of innovation

education. Similarly with the other developing

countries that are on the bottom of the rankings in

the world. According to data from the Organisation

for Economic Co-operation and Development

(OECD) which is offered by The Guardian,

Indonesia is at position 57 of 65 countries. It has

certainly become an important note because it

includes in low position. Indonesia should

immediately do a lot in terms of improvements in

the educational world, especially in the field of

technology.

Education currently prefer the technology as a

medium as well as learning resources, especially in

the era of the industrial revolution as known as IR

4.0. Actually talking about the industrial revolution

and also the world of education, not only in

Indonesia that becomes the main point. In some of

the developed world is indeed any need for special

handling for example in tackling the development of

increasingly sophisticated technology, because

otherwise it could be dammed, it will provide a

dangerous impact.

The era of IR 4.0 gives a little too much

influence in diverse sectors, and the one of the sector

is education. It is characterized by the presence of

the use of IT in learning, internet as a learning

resources, etc. Learning with the use of IT is rated

more effective and efficient, for example, the current

e-learning has emerged which began to be applied in

a variety of schools as well as educational

establishments that already emphasis on learning by

utilizing the technology. Many schools are now

using a variety of facilities such as computers as a

medium of instruction, not even a school also rarely

requires that every student has a laptop or a

smartphone like gadget as source or media study at

any time required by the time the hour lesson.

The use of laptops, computer, smartphones, or

the other like which are comprehensive features as a

source of learning is very important indeed owned

by each student. But not infrequently also often

encountered at this time there are many gadget abuse

by students. Because there are so many feature of

gadget that can be used to the other thing, for

example the function of entertainment, and often it

makes many individuals are less able to control

Sahronih, S.

The Inﬂuence of Self-regulation and the Gadget Utilization Intensity as Learning Resources in the Era of IR 4.0 to Students’ Learning Outcome.

DOI: 10.5220/0008901900970102

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 97-102

ISBN: 978-989-758-439-8

themselves in the use of the wise. No exception in

children especially children aged elementary and

junior high school which still require a lot of

supervision.

Children at the age of basic education or primary

school in Indonesia are now given much freedom in

the use of gadget. Because parents think children at

primary school age range is already have a

smartphone and they are have a freedom to do

everything with their gadget or smartphone.

Especially in some major cities that has a fairly high

level of busyness for its parent, any time it needs to

communicate with their children for example just to

pick up on schools or private. Actually, trying to

trust with our children to the use of gadgets is not

wrong, but things to look out for is how the parents

should give a guidance and direction so that the

child is able to control himself or herself.

Development of children in an era of IR 4.0 is

the transition of the millennial generation, which is

more than most understand about gadgets and how

to use it. On the Global Educational and Solution

Exhibition and Conference Indonesia (GESS) held

in Jakarta on September 26-28, 2018 one of the

interviewees said that the role of the millennial

generation children in an era of industrial revolution

was very important considering the generation has a

very easy access to do a variety of things with the

utilization of technology. But if not controlled

properly, it will negatively affect e.g. the

instantaneous habits of doing things without effort.

The existence of technology that is very close to

humans ever made all sorts of things that are easily

accessed by various circles cannot be dammed. Thus

one of the ways that still allow is to control yourself

in order to be able to choose from a variety of things

that are positive and negative. This is related to why

the self-regulation as part of the learning theory

developed by Bandura have roles that are quite

important.

Basically if a child has a good self-regulation i.e.

how children are able to organize themselves and

discipline in doing a variety of things it will be easy

to control him in using a gadget that is good and

right, for example, they can reduce the intensity of

playing with gadgets for things that are not useful.

1.1 Self-Regulation

Development of IR 4.0 era highlights important

today especially in the development of technology in

the millennial generation. It is inseparable from the

role of children as the next generation. The existence

of technology, people are able to easily do many

things but the technology also can be dangerous if

not in regulation as well.

As the generation that currently exists on the IR

4.0, children still require a lot of guidance, for

example in the use of gadgets if it is used for things

that are useful for example as a source of learning.

However, if the children uncontrolled playing their

gadget it can make they have an asocial character.

The other negative impact of gadget are children can

easily imitate what their saw, especially for they are

in the concrete-operational as a period of the age.

This corresponds to the view that the behaviour of

the Bandura that a behaviour is performed by the

individual basically brought about results from the

interaction of environment and i.e cognitive schemas

that are owned by the individual themselves

(Suyono, 2013).

Self-regulation as the voluntary control of

emotional, attentional, and behavioural impulses in

the service personally valued goals and standards

(Sokol, 2013). Self-regulated behaviour also means

that when someone is able to organize herself then

that person as an individual capable of controlling

his behavior in various circumstances (Hergenhahn

& Olson, 2017), for example when a person is in the

environment is less good then with self-regulation is

capable of regulating itself in how should behave.

Self-regulation is a core aspect of adaptive human

behaviour that has been studied, largely in parallel,

through the lenses of social and personality

psychology as well as cognitive psychology

(Hoffman, Schmeichel, & Baddeley, 2012).

According to Bandura (1988), if an act merely

specified because of rewards and punishment as

well, then everyone would have a behaviour that

varies in accordance with the conditions

encountered. For it is necessary the presence of

settings from within him that is able to plan a course

of action as a form of planning in the future and has

value. It can also be seen from how someone

cognitively motivated himself so able to anticipate

the possibility of some of the actions which he gives

a positive impact.

1.2 Gadget Utilization Intensity as

Learning Resources

The development of a more advanced era makes a

lot of things a modern multi-purpose is no exception

in the field of education. Meet the era of IR 4.0 then

it is certain there are many developmental progress

in the field of education, for example, only the more

advanced learning in media as well as learning

resources used. Even in the few schools Indonesia

ICTL 2018 - The 1st International Conference on Teaching and Learning

now have started many have a computer laboratory

for the means of teaching and learning at schools.

The gadget is basically a diverse range of

technology tools that make it easy for humans to do

a variety of activities. Some examples of gadgets is

smartphone, computer, headset, laptop, notebooks,

etc.

Gadget currently serves as entertainment can be

used as tools to play facilities for example, watching

television, communicate with social media, play

games, and still many others. With the many

functions it then doesn't close possibility if a lot of

people and also the children who love to play using

a gadget.

The use of the good and true gadget can provide

benefits. But if not controlled well it will be very

dangerous for children, because have a negative

impact. Because basically the kids became one of

the main highlights and it's important to note all

kinds of actions. According to Masterson (2007)

suggests that children are the most polluted due to

the less-educated TV impressions for example,

vulnerable to violent action and examples of

television. Masterson (2007) also asserts in his book

according to psychologists if children play computer

games that feature scenes of violence are far more

dangerous than watching television.

Although gadgets can be dangerous, but if used

properly there are many gadget also benefits if used

in accordance with needs for example, currently all

kinds of information easily accessible so that the

learning resources can easily be searched over the

internet. If the gadgets can be put to good use

especially in the world of learning, then the children

will easily find a wide array of learning resources of

the gadgets they have.

1.3 Learning Outcome

The results of the study are changes that happen to

the students include three domains i.e., cognitive,

psychomotor, and affective as well (Susanto, 2013).

A study done by the teacher then should have to be

able to touch the realm so that the third learning

objectives can be achieved. For it is need for

variation in learning so the goals of study can be

reach.

One of the ways that can be done is a teacher can

enable students to seek diverse range of learning

resources, currently the most close and allow is to

use the internet i.e. the use of gadgets.

The existence of the development of an

increasingly sophisticated era when it has become

the choice for using IR 4.0 era learning resource

with the utilization of existing technologies, with the

learning resources that are increasingly sophisticated

and versatile easy-to-get, then should be the result of

learning achieved ever getting better anyway.

However it should be noted that indeed the use of

gadgets is not completely correct and well used by

each individual.

2 METHOD

The methods used in this research is the ex post

facto. Ex post facto is a research study to identify the

various existing incident and reviewing of various

factors that cause these events. This study used a

survey approach. According to Sugiyono (2010)

approach of the survey carried out for dancing a

variety of data scientifically by way of observation,

interview and questionnaire.

Observation and interviews required to figure out

the initial conditions, then the questionnaire needed

to further analyze the data. Questionnaire is a

technique of taking the data by giving a set of

questions to be answered, for the respondent through

the questionnaire then data collection techniques can

be more efficient (Sugiyono, 2015). The

questionnaire used in the study previously conducted

tests of validity in advance so that it can be said to

be viable. Questionnaire for several rounds of

questions from self-regulation consists of 30

questions, not valid as many as 8 so that the

remaining 22 questions. For a detailed questionnaire

intensity utilization gadget as a learning resource of

25 questions, which is valid for only 15 questions.

Review of the approach and steps in the study

then then be classified descriptive and verification

research. Such research is used to find out the

circumstances that then depicted through various

data from either the object or the subject of the

research, in addition verification done to know the

degree of the influence of variables on population

data.

Before doing the research and data retrieval in

the SDN Uwungjaya Tangerang, researchers first

conducted a survey to find out how many students

have a personal gadget. The result of the entire class

VI students i.e. almost around 80% already have a

personal grant of gadget from his parents. Thus SDN

Uwungjaya be the right choice to do a study.

Researchers are also finding out the condition of

the school by conducting interviews and

observations related places of research. The result is

a requirement for some research shows that SDN

Uwungjaya suitable for research based on several

The Inﬂuence of Self-regulation and the Gadget Utilization Intensity as Learning Resources in the Era of IR 4.0 to Students’ Learning

Outcome

criteria including: fulfilling the target population i.e.

personal gadgets that have amounted to 80% and

from the results of the interview they was very

happy using their gadget as a source of learning, will

be holding a computer laboratory, and also there is

wifi as the school facilities. Samples taken in this

study is the whole grade VIC as many as 32

students.

The population of this research is the grade VIC

SDN Uwungjaya city of Tangerang on Jl. Dipati

Ukur, Uwung Jaya, Cibodas, Kota Tangerang,

Banten 15138. This research was 2018/2019 with

the number of students as many as 32 students. Data

collection on these studies using observational

techniques, interviews and question form.

Hypothesis testing is done using simple linear

regression and multiple linear regression.

2 RESULT AND DISCUSSION

Simple linear regression data testing using the

underway to find out whether or not there is a self-

regulatory influences and the intensity of use of the

gadget as a learning resource in the IR learning

outcomes against the 4.0 grade VIC SDN

Uwungjaya Tangerang city year lesson 2018/2019.

For subsequent hypothesis i.e. third hypothesis using

a linear multiple regression.

2.1 First Hypothesis

Based on the regression coefficient for the

calculation of the hypothesis, first obtained by the

equation Y = -9.002 + 1.076 X

. It can be spelled out

as follows:

1. a constant value of -9.002 can say if there is no

score of self-regulation (X = 0) then the average

of the score results of the study of -9.002.

2. Obtained coefficient regression to X of 1.076

then it is equal to an increase in the results of a

study of 1.076.

In addition the calculation of t

calculate

for self-

regulation i.e. of 5.463 > t

table

(2.042). Probability

value (sig) of 0.000 < 0.005. It means the H

accepted and H

is rejected. Thus it can be said self-

regulation effect significantly to the results of the

study. The relationship of self-regulation against the

learning outcomes including high enough on the

category of 0.076 with levels of determination or R

of 0.499. In other words, the influence of self-

regulation against the learning outcomes of 49.9%.

While amounting to 50.1% is affected by other

factors.

2.2 The Influence Self-Regulation (X

) to

Students’ Learning Outcome (Y)

In accordance with the acquisition of the data i.e. R

of 0,499 or otherwise influence self-regulation

against the learning outcomes of 49.9% then it is

proven the existence of significant influence.

Based on previous research ever undertaken by

Schunk & Zimmerman (2012) shows that self-

regulation giving effect on the achievement of

learning i.e. in cognitions, emotions, and behaviours.

In addition to other research done by Nur & Latief

(2016) shows that self-regulation also exert

influence on the outcome of learning math students

amounted to 52.9%.

The difference with previous research, this study

is viewable from the independent variables that

influence, that of research conducted by Nur and

Latief focus more on self-regulation against the

results of learning Math students while This study is

associated with the other independent variables also

affect student learning outcomes.

2.3 Second Hypothesis

A regression equation to the second hypothesis

gained Y= 33.378 + 0.978 X

. Can be outlined as

follows:

1. a constant value of 33.378 can say if there is no

score of self-regulation (X = 0) then the average

of the score results of the study of 33.378.

2. Obtained coefficient regression to X of 0.978 it

equal to an increase in the results of a study of

0.978.

The calculation of t

calculate

for the intensity of use

of the gadget as a learning resource that is of 3.387 >

table

(2.042). Probability value (sig) of 0.002 < 0.005.

is rejected and thus H

is accepted, it can be said

the intensity of the use of learning resources as

influential gadget significantly to the results of the

study. The relationship of the intensity of use of the

gadget as a source of learning against the results of

the study included a fairly high on the category of

0.526 with levels of determination or R

of 0.277. In

other words, the influence of the intensity of use of

the gadget as a source of study results study of

27.7%. While amounted to 72.3% are influenced by

other factors.

2.4 The Influence of Gadget Utilization

Intensity as Learning Resources in

The Era of IR 4.0 (X

) to Students’

Learning Outcome (Y)

ICTL 2018 - The 1st International Conference on Teaching and Learning

100

The calculation of the level of determination (R

) of

the intensity of use of learning outcomes against

gadget shows the number 0.277 or 27.7% effect on

the results of the study.

Studies with similar variables never done before

by Early (2018) indicate that the use of the gadget

i.e. especially smartphone along with the motivation

of learning can provide significant effects against

results student learning. Same is the case with

research conducted by Rozalia (2017) States that the

intensity of utilization gadget can affect student

learning achievements i.e. amounted to 67%. There

is a difference with this study i.e. can be seen not

only from the dependent variable which is measured

in previous research to know the accomplishments

of student learning, the use of any kind of research

methods and the different research before using the

quantitative approach with the design of the

correlational while in this study using ex post facto.

2.5 Third Hypothesis

After doing multiple regression analysis using

SPSS, then retrieved the data as indicated in the

following table:

Table1: Results of Multiple Regression Analysis with

SPSS.

iable B

Self-re

ulation (X

) 1.018 6.779 0.000

Gadget utilization

intensity as learning

resources (X

)

0.878 4.790 0.000

Based on the table then the coefficient

obtained by regression equation Y = -39.914 + 1.018

+ 0.878 X

. Thus can be outlined as follows:

1. a constant value of -39.914 can say if there is

no score of self-regulation (X = 0) then the

average of the results of learning score -39.914.

2. The value of the coefficient of regression (b

)

for the X

was 1.018. In other words, any

addition of unit X variable self-regulation will

improve learning outcomes of 1.018.

The value of the coefficient of regression (b

) to

was 0.878. In other words, any addition of unit X

variable intensity utilization gadget as IR 4.0 era

learning resources will improve the learning results

of 0.878.

Table2. The Regression Coefficient of The Significance of

Test Results Of Multiple

Regre R R

F Sig. Conclu

ssion sion

.849 0.720 37.310 0.00 Signific

ant

influen

According to the table shown, then the results of

calculation of linear coefficient of double

significance test (test F) obtained the value F

calculate

table

, i.e. of 37.310 > 3.32. It means self-regulation

and the intensity of use of the gadget as an

influential learning resources together against the

results of the study. The result of the calculation

values for the coefficient of determination (R

) of

0.720. Thus self-regulation and the intensity of use

of gadget as learning resources provide the influence

of 72%, and the rest by 28% is affected by other

variables.

4 CONCLUSIONS

Based on the analysis of the data and also

interpretation, then from this research it can be

concluded a few things as follows: (1) Self-

regulation effect on student learning outcomes with

the relation coefficient of 0.706. Percentage of self-

regulation against student learning outcomes of

49.9%; (2) the intensity of use of the gadget as a

learning resource in the era of IR 4.0 retrieved

results correlation value of 0.526 with percentage

contributions influence of 27.7%; (3) the value of

determination (R

) of other words 0.720 influence

given by the self-regulation and the intensity of use

of the gadget as a learning resource in the era of IR

4.0 of 72%.

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Outcome

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