eprintid: 142381 rev_number: 26 eprint_status: archive userid: 218257 dir: disk0/00/14/23/81 datestamp: 2025-10-10 06:20:55 lastmod: 2025-10-10 06:20:55 status_changed: 2025-10-10 06:20:55 type: thesis metadata_visibility: show creators_name: Auli Fathan Rosyadi, - creators_name: Asep Saepudin, - creators_name: Yanti Shantini, - creators_nim: NIM2108393 creators_nim: NIDN0030097003 creators_nim: NIDN0028017307 creators_id: aulifathanrosyadi@gmail.com creators_id: aspudin@upi.edu creators_id: yanti.shantini@upi.edu contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_type: http://www.loc.gov/loc.terms/relators/THS contributors_name: Asep Saepudin, - contributors_name: Yanti Shantini, - contributors_nidn: NIDN0030097003 contributors_nidn: NIDN0028017307 contributors_id: aspudin@upi.edu contributors_id: yanti.shantini@upi.edu title: PENERAPAN SELF-REGULATED LEARNING DALAM PEMBELAJARAN MASSIVE OPEN ONLINE COURSES (MOOC) : Systematic Literature Review ispublished: pub subjects: BF subjects: L1 subjects: LB subjects: PN divisions: P_M full_text_status: restricted keywords: Self-Regulated Learning, MOOC, Pembelajaran Mandiri, Kajian Pustaka Self-Regulated Learning , MOOC, Independent Learning, Systematic Literature Review note: https://scholar.google.com/citations?hl=en&user=Q2m7NO4AAAAJ ID SINTA DOSEN PEMBIMBING Asep Saepudin: 5994652 Yanti Shantini: 5994917 abstract: Penerapan self-regulated learning (SRL) dalam pembelajaran Massive Open Online Courses (MOOC) semakin penting seiring berkembangnya teknologi pendidikan. Penelitian ini bertujuan untuk menganalisis penerapan SRL di platform-platform MOOC seperti IndonesiaX, Coursera, Udemy, dan edX, untuk mendeskripsikan bagaimana proses pembelajaran MOOC, serta menganalisis faktor apa saja yang dapat mempengaruhi penerapan self regulated learning dalam MOOC. Penelitian ini menggunakan metode Systematic Literature Review dengan, penelitian ini menganalisis 29 artikel yang melalui proses seleksi menggunakan diagram PRISMA. Berdasarkan analisis terhadap proses pembelajaran di platform-platform tersebut, ditemukan bahwa SRL diterapkan melalui fitur-fitur seperti learning analytics, feedback otomatis, dan forum diskusi yang memungkinkan peserta untuk merencanakan, memonitor, dan merefleksikan pembelajaran mereka. Namun, terdapat beberapa tantangan yang dihadapi, terutama terkait dengan motivasi intrinsik dan kemampuan pengaturan diri peserta. Penelitian ini juga mengidentifikasi faktor-faktor yang mendukung dan menghambat penerapan SRL, yang dibagi dalam tiga kategori meliputi faktor pribadi, faktor perilaku, dan faktor lingkungan. Hasil penelitian ini menunjukkan bahwa meskipun MOOC berbasis pembelajaran mandiri, keberhasilan peserta tetap memerlukan dukungan sosial, seperti mentoring, forum diskusi menggunakan fitur chat. Dukungan ini berperan penting dalam mengurangi rasa isolasi, mendorong strategi help-seeking, serta memperkuat efektivitas penerapan Self-Regulated Learning dalam konteks MOOC. Saran untuk penelitian selanjutnya adalah untuk mengkaji lebih dalam faktor psikologis dan sosial yang memengaruhi penerapan SRL dalam konteks pembelajaran MOOC. The application of self-regulated learning (SRL) in Massive Open Online Courses (MOOC) learning is becoming increasingly important as educational technology develops. This study aims to analyze the application of SRL on MOOC platforms such as IndonesiaX, Coursera, Udemy, and edX, to describe how the MOOC learning process works, and to analyze the factors that can influence the application of self-regulated learning in MOOC. This study employs a Systematic Literature Review method, analyzing 29 articles selected through the PRISMA diagram process. Based on the analysis of the learning process on these platforms, it was found that SRL is implemented through features such as learning analytics, automated feedback, and discussion forums that allow participants to plan, monitor, and reflect on their learning. However, there are several challenges faced, particularly related to intrinsic motivation and participants' self-regulation abilities. This study also identified factors that support and hinder the implementation of SRL, which are divided into three categories: personal factors, behavioral factors, and environmental factors. The results of this study indicate that even though MOOCs are self-directed learning platforms, participants' success still requires social support, such as mentoring and discussion forums using chat features. This support plays an important role in reducing feelings of isolation, encouraging help-seeking strategies, and strengthening the effectiveness of Self-Regulated Learning in the context of MOOCs. Recommendations for further research include a more in-depth study of the psychological and social factors that influence the application of SRL in the context of MOOC learning. date: 2025-08-28 date_type: published institution: Universitas Pendidikan Indonesia department: KODEPRODI86205#Pendidikan Masyarakat_S1 thesis_type: other thesis_name: other official_url: https://repository.upi.edu/ related_url_url: https://perpustakaan.upi.edu/ related_url_type: org citation: Auli Fathan Rosyadi, - and Asep Saepudin, - and Yanti Shantini, - (2025) PENERAPAN SELF-REGULATED LEARNING DALAM PEMBELAJARAN MASSIVE OPEN ONLINE COURSES (MOOC) : Systematic Literature Review. S1 thesis, Universitas Pendidikan Indonesia. document_url: http://repository.upi.edu/142381/1/S_PENMAS_2108393_Tittle.pdf document_url: http://repository.upi.edu/142381/2/S_PENMAS_2108393_Chapter1.pdf document_url: http://repository.upi.edu/142381/3/S_PENMAS_2108393_Chapter2.pdf document_url: http://repository.upi.edu/142381/4/S_PENMAS_2108393_Chapter3.pdf document_url: http://repository.upi.edu/142381/5/S_PENMAS_2108393_Chapter4.pdf document_url: http://repository.upi.edu/142381/6/S_PENMAS_2108393_Chapter5.pdf document_url: http://repository.upi.edu/142381/7/S_PENMAS_2108393_Appendix.pdf