The Impact of Project Logbook Usage on Academic Self-Regulation Among Biology Education Students at Universitas Jambi

Dian Arisandy Eka Putra Sembiring, Muhammad Yusuf, Danial Mursyd

Abstract


Higher education institutions in Indonesia are adapting to global challenges, one of which is the implementation of Outcome-Based Education (OBE), which demands innovative teaching approaches like Project-Based Learning (PjBL). This study aimed to evaluate the impact of project logbook usage on academic self-regulation among students in the Biology Education Program at Universitas Jambi. A quantitative, quasi-experimental approach was employed with a two-group posttest-only design. The participants consisted of 170 students, 78 from the third semester and 92 from the fifth semester. Data were collected using the Academic Self-Regulated Learning (A-SRL) questionnaire and analyzed using the Mann-Whitney U test and Spearman’s correlation. The results showed no statistically significant difference in self-regulation between students who used project logbooks and those who did not. Additionally, a weak and non-significant correlation was found between logbook usage and self-regulation. These findings suggest that logbooks alone may not substantially enhance self-regulation. Future research should explore combining logbooks with self-regulation training to improve outcomes.

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References


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DOI: https://doi.org/10.24815/ajse.v7i1.41899

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Asian Journal of Science Education

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Organized by Universitas Syiah Kuala
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