文章基本信息

标题：Learning Approach as Predictor of Students' Epistemological Development in the Framework of Self-Authorship Theory
其他标题：Pendekatan Belajar sebagai Prediktor Perkembangan Epistemologis Mahasiswa pada Kerangka Teori Self-Authorship
本地全文：下载
作者：Haykal Hafizul Arifin ; Haykal Hafizul Arifin ; Hamdi Muluk 等
期刊名称：Makara Hubs-Asia
印刷版ISSN：2355-794X
电子版ISSN：2406-9183
出版年度：2017
卷号：21
期号：1
页码：52-61
DOI：10.7454/mssh.v21i1.3500
语种：English
出版社：Universitas Indonesia
摘要：Past studies have found that an individual's epistemological development is predicted from learning that is meaningful to the learner. The current research aims to address whether deep learning style is able to predict students' epistemological ability (self-authorship, which is defined as the internal capacity to construct and evaluate knowledge claims, to comprehend the nature of contextual knowledge, and to have independence in the acquisition of knowledge). The researchers hypothesized that the deeper the learning approaches adopted by students, the higher their self authorship. Conversely, the more students utilize a surface approach to learning, the lower their self-authorship. A total of 346 students enrolled in a university in Indonesia participated in the study. The results showed support for both hypotheses, and we discussed the role of cognitive dispositions in the development of epistemological ability.
其他摘要：Studi terdahulu telah menemukan bahwa perkembangan epistemologis individu dapat diketahui melalui pembelajaran yang melibatkan pemaknaan siswa. Penelitian ini memiliki tujuan untuk mengetahui apakan pendekatan belajar mendalam dapat memprediksi perkemba
关键词：Development Epsitemological; Learnning Approach; Self-Authorship; Student