Investigating The Self-paced Learning of Zoom-generation in Increasing Mathematical Content Knowledge Mastery Khotimah (a), Yani Supriani (b), Rina Oktaviyanthi (c*)
a,b,c) Universitas Serang Raya
*rinaokta[at]unsera.ac.id
Abstract
The Covid-19 pandemic marked Zoom as the most popular application used to support people working and studying from home. Due to the high frequency of using Zoom meeting for learning, students nowadays are currently mentioned as the Zoom-Generation. For them, technology used as the learning tool for assisting studying from home drives them to take responsibility for meeting their learning targets. It triggers the students difference paced-learning, because in a common situation students learn at different rate and methods from one another. For that reason, the purpose of this study was to explore how students manage their learning to achieve content knowledge mastery in a self-paced learning mode. In this study, a questionnaire applied to gain data. The Confirmatory Factor Analysis confirmed the reliability of the observed variables and the Structural Equation Modeling examined the extent of interrelationships variables. According to the investigation, it exposed that students have given preference to accelerate their learning in increasing content knowledge mastery. Furthermore, it identified that ownership of learning, management and monitoring of learning and extension of learning are important issues in stimulating the self-paced learning of the Zoom-Generation.
