I. Putu Oktap Indrawan, Susriyati Mahanal, Fatchur Rohman, Abdul Gofur
Introduction: this research investigated the influence of gender on self-regulation and communication skills in 11th-grade Biology students. Effective self-regulation and communication are crucial for academic success and personal development, making this investigation vital for informing targeted educational strategies. Method: a concurrent embedded mixed methods approach was utilized in this study. Data were collected from 104 11th-grade Biology students at SMAN 3 Singaraja and three Biology teachers. Quantitative data on self-regulation and communication skills were gathered via a Google Form questionnaire and analyzed using descriptive and inferential statistics (Mann-Whitney U test). Qualitative data, comprising teachers’ perspectives, were analyzed using qualitative descriptive analysis. Results: analysis revealed: (1) No significant gender difference in overall self-regulation, except for self-observation and self-reaction; and (2) Significant gender differences in communication skills, excluding assertive communication. Conclusions: these findings highlight the nuanced relationship between gender and these skills. While overall self-regulation showed no significant gender disparity, specific indicators and communication skills exhibited gender-based differences. Future research should focus on developing gender-sensitive learning models to enhance self-regulation and communication skills in Biology students. © 2025; Los autores.
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, Indonesia; Program in Information Management, Ganesha Polytechnic, Singaraja, Indonesia
