Fostering Self-Regulated Learning Through a School-Based Habituation Program in Vocational Education

Sakinah Mawaddah; Nur Jannah; Andi Bahtiar; Muhamad Apriyadi; Yenny Merinatul Hasanah

doi:10.61987/jemr.v5i5.2685

Authors

Sakinah Mawaddah Universitas Pamulang
Nur Jannah Universitas Pamulang
Andi Bahtiar Universitas Pamulang
Muhamad Apriyadi Universitas Pamulang
Yenny Merinatul Hasanah Universitas Pamulang

DOI:

https://doi.org/10.61987/jemr.v5i5.2685

Keywords:

Self-Regulated Learning, Vocational Education, School Culture

Abstract

This study aims to analyze the role of the SIBERTA (Siswa Berhati Imkata) Program as a school-based habituation program in fostering self-regulated learning and strengthening an ecosystem of student independence in vocational education. A qualitative case study design was employed using purposive sampling to select school leaders, advisory teachers, homeroom teachers, and students as participants. Data were collected through observations, semi-structured interviews, and document analysis, and their credibility was ensured through source and method triangulation. The findings indicate that the SIBERTA Program effectively promotes students’ self-regulated learning by strengthening six key dimensions aligned with the Pancasila Student Profile: responsibility, risk management, initiative, autonomous decision-making, self-reflection to reduce procrastination, and consistency in daily learning practices. These findings demonstrate that structured habituation integrated into school culture supports students in developing self-control, learning independence, and positive behavioral habits despite challenges posed by the digital era. The study implies that school-wide culture-based intervention programs can serve as an effective strategy for enhancing self-regulated learning and independent character development among vocational high school students.

References

Chiu, T. (2024). A Classification Tool to Foster Self-Regulated Learning With Generative Artificial Intelligence by Applying Self-Determination Theory: A Case of ChatGPT. Educational Technology Research and Development, 72, 2401–2416. https://doi.org/10.1007/s11423-024-10366-w

Cleland, J., MacLeod, A., & Ellaway, R. (2021). The Curious Case of Case Study Research. Medical Education, 55(10), 1131–1141. https://doi.org/10.1111/medu.14544

David, L., Biwer, F., Crutzen, R., & De Bruin, A. (2024). The Challenge of Change: Understanding the Role of Habits in University Students’ Self-Regulated Learning. Higher Education, 88, 2037–2055. https://doi.org/10.1007/s10734-024-01199-w

Eko, T., Marwanto, Rochmi, T. R., Safitri, Surjono, P. H. D., & Marwanto, E. (2025). Student’s Self-Regulated Learning Level in Vocational School: Implications for Improving Critical Thinking Skills. Journal of Information Systems Engineering and Management. https://doi.org/10.52783/jisem.v10i16s.2637

Held, T., & Mejeh, M. (2024). Students’ Motivational Trajectories in Vocational Education: Effects of a Self-Regulated Learning Environment. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e29526

Hemmler, Y., & Ifenthaler, D. (2024). Self-Regulated Learning Strategies in Continuing Education: A Systematic Review and Meta-Analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2024.100629

Kersna, L., Laak, K.-J., Lepp, L., & Pedaste, M. (2025). Supporting Self-Regulated Learning in Primary Education: Using Written Learning Guides in the Lessons. Education Sciences. https://doi.org/10.3390/educsci15010060

Lavarda, R., & Bellucci, C. (2022). Case Study as a Suitable Method to Research Strategy as Practice Perspective. The Qualitative Report. https://doi.org/10.46743/2160-3715/2022.4296

Lee, M., Lee, S. Y., Kim, J. E., & Lee, H. (2023). Domain-Specific Self-Regulated Learning Interventions for Elementary School Students. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2023.101810

Lee, Y.-F., Hwang, G.-J., & Chen, P.-Y. (2025). Technology-Based Interactive Guidance to Promote Learning Performance and Self-Regulation: A Chatbot-Assisted Self-Regulated Learning Approach. Educational Technology Research and Development, 73, 2279–2304. https://doi.org/10.1007/s11423-025-10478-x

Mejeh, M., & Grieder, C. (2025). Educational Interventions to Promote Self-Regulated Learning in Vocational Schools: A Systematic Review. International Journal for Research in Vocational Education and Training. https://doi.org/10.13152/ijrvet.12.2.3

Mejeh, M., & Held, T. (2022). Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools. Vocations and Learning, 15, 531–568. https://doi.org/10.1007/s12186-022-09298-4

Mustaghfiroh, A., Manshur, U., & Mubaroq, M. S. (2025). Islamic Religious Pedagogy and Affective Literacy: Constructing Socio-Emotional Education Frameworks. Indonesian Journal of Education and Social Studies, 4(3), 295–309.

Ng, D., Tan, C., & Leung, J. (2024). Empowering Student Self-Regulated Learning and Science Education Through ChatGPT: A Pioneering Pilot Study. British Journal of Educational Technology, 55, 1328–1353. https://doi.org/10.1111/bjet.13454

Nurhaida, H. S., & Asdiqoh, S. (2026). Legal Education and Digital Discipline in Pesantren: Fostering Santri’s Legal Awareness in the Age of Social Media. Indonesian Journal of Education and Social Studies, 5(1), 82–97.

Olid-Luque, M., Ayllón-Salas, P., Arco-Tirado, J., & Fernández-Martín, F. (2024). Impact of Self-Regulated Learning Programs in Primary Education: A Systematic Review. Psychology in the Schools. https://doi.org/10.1002/pits.23352

Pylväs, L., Nokelainen, P., & Rintala, H. (2022). Vocational Students’ Perceptions of Self-Regulated Learning in Work-Based VET. Vocations and Learning, 15, 241–259. https://doi.org/10.1007/s12186-022-09286-8

Sabono, F., Widiastuti, I., & Sudradjat, I. (2024). Potential Advantages and Disadvantages of Case Study as Methodological Approach in Streetscape Research. Nakhara: Journal of Environmental Design and Planning. https://doi.org/10.54028/nj202423411

Sibbald, S., Paciocco, S., Fournie, M., Van Asseldonk, R., & Scurr, T. (2021). Continuing to Enhance the Quality of Case Study Methodology in Health Services Research. Healthcare Management Forum, 34, 291–296. https://doi.org/10.1177/08404704211028857

Sins, P. H. M., De Leeuw, R., De Brouwer, J., & Vrieling-Teunter, E. (2023). Promoting Explicit Instruction of Strategies for Self-Regulated Learning: Evaluating a Teacher Professional Development Program in Primary Education. Metacognition and Learning, 19, 215–247. https://doi.org/10.1007/s11409-023-09368-5

Sirk, M. (2025). Self-Regulated Learning Skills in Vocational Students Based on Their Self-Evaluation. International Journal for Research in Vocational Education and Training. https://doi.org/10.13152/ijrvet.12.1.4

Sujarwo, N. (2025). Development of a Digital Module With Motivational Regulation and Metacognitive Prompt to Enhance Self-Regulated Learning in Vocational Schools. Journal of Information Systems Engineering and Management. https://doi.org/10.52783/jisem.v10i33s.5553

Susanto, S., Ritonga, A. W., Desrani, A., Rubiyantoro, Y., & Hude, M. (2025). The Program for Self-Regulated Learning: An Empirical Study on Students’ Survival Skills in Pesantren. Jurnal Ilmiah Peuradeun. https://doi.org/10.26811/peuradeun.v13i1.1483

Theobald, M. (2021). Self-Regulated Learning Training Programs Enhance University Students’ Academic Performance, Self-Regulated Learning Strategies, and Motivation: A Meta-Analysis. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2021.101976

Yuniarti, N., Rahmawati, Y., Anwar, M., Al Hakim, V. G., Hidayat, H., Hariyanto, D., Husna, A. F., & Wang, J.-H. (2024). Augmented Reality-Based Higher Order Thinking Skills Learning Media: Enhancing Learning Performance Through Self-Regulated Learning, Digital Literacy, and Critical Thinking Skills in Vocational Teacher Education. European Journal of Education. https://doi.org/10.1111/ejed.12725

Zuo, M., Zhong, Q., Wang, Q., Yan, Y., Liang, L., Gao, W., & Luo, H. (2024). Supporting Home-Based Self-Regulated Learning for Secondary School Students: An Educational Design Study. Sustainability, 16. https://doi.org/10.3390/su16031199