FROM ONLINE TO IN-PERSON: STUDENTS’ MOTIVATION AND SELF-REGULATION IN SCIENCE TEACHING ACTIVITIES DURING AND AFTER THE COVID-19 PANDEMIC
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Abstract
This study aims to find out the differences in students’ motivation and self
regulation in science teaching activities during and after the COVID-19
pandemic and the strengths and weaknesses of science teaching activities
during and after the COVID-19 pandemic from students’ perceptions to
improve students’ engagement and achievement in science. This study used a
survey design involving 469 junior high school students from 7th, 8th, and
9th grades from 30 different schools located in West Java, East Java, West
Nusa Tenggara, Central Java, Special Capital Region of Jakarta, Riau, and
East Kalimantan. The instrument consisted of an adapted version of the
SALES Questionnaire with a 5-point Likert scale and open-ended questions.
Data analysis was carried out by quantitative and qualitative methods. The
results showed that students’ motivation and self-regulation in science
teaching activities during and after the COVID-19 pandemic were
significantly different. The strengths of science teaching activities during the
COVID-19 pandemic are flexibility, fewer distractions, and the availability of
more learning resources, while the weaknesses are a lack of explanation and
understanding, uninteresting, limited interaction, and limited practical
activities. The strengths of science teaching activities after the COVID-19
pandemic are clearer explanations, availability of practical activities, and ease
of interaction, while the weaknesses are distractions from peers, limited
learning resources, and boring. The findings from this study provide an
opportunity for science teachers to plan and implement effective learning
strategies to increase students' motivation and self-regulation to improve their
engagement and achievement in science.
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