Needs Analysis For Developing An Istima’ Learning Model Using K-W-L (Know, Want To Know, Learned) Strategy Based On Self-Regulated Learning

Abstract

Technology-based adaptive learning design requires awareness of self-regulated learning. Self-regulated learning in higher education is essential to becoming the foundation of learning that adapts to technology. The main aim of this study is to investigate the need for developing an istima’ learning model using the KWL strategy based on self-regulated learning in the Arabic Language Education Study Program at Universitas Negeri Jakarta. This study uses a descriptive method, and data were collected using a questionnaire based on Hutchinson and Waters’s theory. Which identified three aspects: Necessities, Lacks, and Wants. The questionnaire used three answer options for each question item: often, sometimes and never. The study results showed that 83% of respondents tried to maintain the quality of their assignments in the Aspect of “Necessity”, while 36.1% routinely studied the material before lectures. In the Aspect of “Lacks”, 62.6% of respondents sometimes had difficulty understanding the material, and 57.8% found being actively involved in Istima’ activities difficult. 57.8% of respondents in the “wants” Aspect needed a learning model that supported learning independence, and 60.5% needed constructive feedback to improve understanding. These results show that students’ specific needs in Istima’ learning include duration, material variation, learning activities, and feedback. These findings can serve as a basis for future studies to design a more adaptive and technology-based learning model, allowing students to manage Istima’s learning independently according to the KWL strategy.