Susriyati Mahanal, Siti Zubaidah, Deny Setiawan, Frida Kunti Setiowati, Fahrul Ghani Muhaimin, Noviansyah Kusmahardhika, Hardianto
Self-regulated learning (SRL) is crucial for fostering student autonomy, critical thinking, and academic success, particularly in higher education. However, promoting SRL remains challenging due to variations in student motivation, learning habits, and perceptions of control over learning outcomes. This study investigates the impact of combining the RICOSRE learning model with the Flipped Classroom (FC) approach on SRL, with Locus of Control (LoC) examined as a moderating factor. The research objectives are: (1) to examine the effect of problem-based learning models on SRL, (2) to explore the impact of LoC on SRL, and (3) to assess the interaction between problem-based learning models and LoC on SRL development. A quasi-experimental pre-test-post-test non-equivalent control group design was employed. The study included 104 Applied Science students from an Animal Diversity course, which required complex cognitive processes, inquiry-based learning, and problem-solving. The intervention lasted for ten meetings, with SRL and LoC measured using the Motivated Strategies for Learning Questionnaire (MSLQ) and the Rotter Internal/External Scale, respectively. Data were analyzed using two-way ANCOVA to assess the interaction between the learning model and LoC. The findings indicate that the RICOSRE-FC model significantly enhances SRL compared to the PBL-FC and Conventional models. The structured stages of RICOSRE-FC provide a comprehensive framework that promotes active learning and metacognitive regulation. These results highlight the effectiveness of RICOSRE-FC in promoting SRL by combining structured learning with student-centered activities. The study demonstrates the potential of RICOSRE-FC as a valuable pedagogical strategy for enhancing SRL in higher education, especially for students with different LoC orientations, while fostering lifelong learning skills and academic resilience. © Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Universitas Negeri Malang, Indonesia
