Ismiyati Ismiyati, Suranto Aw, Haryanto Haryanto, Farida Agus Setiawati, Yulia Ayriza, Mar'atus Sholikah
Self-regulated online learning (SOL) is the self-regulation of students who study independently in an online learning environment. Jansen et al. (2017) show that self-regulated online learning (SOL) has five dimensions or factors: 1) metacognitive skills, 2) time management, 3) environmental structuring, 4) persistence, and 5) help-seeking. SOL is a new instrument that measures students’ self-regulation in online learning. However, this instrument has yet to be adapted to Indonesian culture, thus requiring an adaptation process to be undertaken. This study aimed to determine the validation of SOL in an Indonesian context. The adaptation process was carried out following the guidelines of Beaton et al. (2000). Data were collected from 780 students in Vocational High Schools (VHS), majoring in the Automation and Office Management Programme (AOMP) in Central Java, Indonesia, and selected by incidental sampling. Data analysis relied on Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), assisted by SPSS 23.0 and LISREL 8.80. The results show that the construct of the SOL adaptation instrument needs to be validated and more reliable. Thus, this instrument does not meet the principle of convergent validity. © 2026, Commonwealth of Learning. All rights reserved.
Universitas Negeri Semarang, Semarang, Indonesia; Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Politeknik Balekambang Jepara, Jepara Regency, Indonesia
