Search

Completing a thesis is one of the crucial stages that determine the length of a student’s study. Therefore, various previous studies have attempted to reveal the factors that influence the thesis writing process as well as the effectiveness of various interventions to overcome existing obstacles. Meanwhile, this study aims to determine the effectiveness of the intervention of web-based diaries, web-based comics, and web-based diaries+comics on the self-regulated learning of students working on theses. The intervention was designed as a modification of previous research in order to test different application methods and more comprehensive evaluations of independent learning. This study involved 35 undergraduate students who could follow the research process from start to finish for 25 days. Sampling from the population used a purposive sampling technique. The measurement of self-regulated learning was carried out using the results of the shortened version of the MSLQ adaptation, in which the measurements were carried out on each component that composes self-regulated learning, referring to Pintrich’s theory of self-regulated learning. The results of the mixed between-within subject ANOVA analysis using IBM SPSS Statistics 23 on each self-regulated learning indicator in each group showed that the three forms of intervention are only effective in increasing scores on the self-efficacy for learning and performance, organization, critical thinking, and metacognitive subscales. This finding becomes an evaluation for the preparation of further interventions that target the self-regulated learning of students who are working on their thesis. [ABSTRACT FROM AUTHOR]