TRANSFORMATIVE LEARNING AND SELF-REGULATED LEARNING WITH COMMUNICATION SKILLS DEVELOPMENT FOR UNDERGRADUATE STUDENTS

Abstract

This article is intended to present the results of research studies through document research on the issue of applying Transformative Learning together with Self-Regulated Learning for communication skills development of undergraduate students. The results of the research are as follows: 1) The teacher informs the rules, tools, and learning style. After finished, students take a pre-test and measure their self-regulated learning. 2) Instructors provide challenging problems for students to face things that are not in line with the original perspective and allow students to search and present solutions. Instructors provide feedback and provide learning resources 3) After leaving school and returning home, students must assess their learning style, set learning goals, develop a learning plan, and act accordingly with the aim of finding new options for answers. Teacher-provided learning resources or other learning resources 4) Students record their behavior using a self-regulated record, which can be used either on paper or online. There is an assessment of their learning style which can be adjusted when it feels inappropriate. Mechanisms must also be established to reward when the plan can be accomplished or penalize when the plan cannot be fulfilled. 5) When entering the class, students present their prepared answers. If criteria are not met, teachers can provide feedback and additional learning resources. The students had to return to self-learning according to the plan from self-regulated learning again. But if the answer meets the criteria, the teacher can give a new problem for students to develop their abilities and confidence into a new set of ideas. This will cause changes in knowledge, way of thinking and lifestyle. 6) Post-test and measure self-regulated learning again to compare with the pre-learning results.