Student’s Self-Regulated Learning Level in Vocational School: Implications for Improving Critical Thinking Skills.

Abstract

Learning independence helps students determine learning goals, find learning strategies, monitor the learning process, and evaluate their learning progress independently.  Weak learning independence causes students to have difficulty managing emotions, lose focus, and find it challenging to engage in learning. This article aims to map the  the self regulated learning skills of students from vocational high schools in East Kotawaringin Regency and its implications for increasing learning independence and critical thinking skills. This study used a survey method conducted in four vocational schools in East Kotawaringin Regency.   The study sample comprised 262 numbers taken using the Slovin technique at an error rate of 5%—data collection techniques using e-questionnaires with Likert scales, field observations, and interviews. The data collected were analyzed using descriptive analysis techniques. The study concluded that the self regulated learning ability of vocational high school students in East Kotawaringin Regency falls within the sufficient category, based on indicators such as metacognitive skills, motivation, and learning methods, as well as in terms of gender and areas of expertise. This suggests a need to optimize students' self regulated learning abilities through student centered learning approaches, problem based learning strategies, and digital based learning resources. The use of these strategies is also expected to contribute to the improvement of students' critical thinking skills.