Adapting to Teaching and Learning During Covid-19: A Case of Islamic School's Initiative of Self-regulated Learning

Published: 30-12-2020 This study aims to analyze self-regulated learning in Islamic education amid the Covid-19 pandemic. This study incorporates a qualitative approach to understand self-regulated learning at Miftahul Ulum Islamic High School, East Java. The data collection techniques consist of teachers' interviews, teaching and learning observation, and documentation. The results showed that implementing self-regulated learning during the Covid 19 pandemic was carried out online through activities, analysis of learning conditions, determining the learning design, applying strategies, and evaluation. Despite challenges, online self-regulated learning facilitates Miftahul Ulum Islamic School students to participate in learning activities during the Covid-19 Pandemic.


Introduction
The world is currently experiencing a new virus called Coronavirus Diseases 2019  Based on the field observation, researchers identify some challenges in the teaching and learning process amid the Covid-19 pandemic at the SMAS Islam Miftahul Ulum (Miftahul Ulum Islamic High School). Many parents complain because they are not familiar with distance learning due to parents' inability to facilitate their children. They also explain that learning activities lack supervision; it is not uncommon for parents to find their children playing games while learning online. Internet availability is also another concern for the family from low economic backgrounds.
Educators at these institutions also find it difficult during distance learning. Educators consider that online learning is less effective because it is not faceto-face. Educators find it challenging to explain Islamic Education learning material in detail and thoroughly. The allocation of short learning time is also an obstacle for educators to provide a deep understanding of students.
Apart from parents and educators, students at SMAS Islam Miftahul Ulum Krejengan, Probolinggo, also experience many challenges in the learning process. In addition to the assignments given almost every day, students also find it challenging to understand learning because of the lack of explanation and guidance from educators, especially in Islamic Education, which requires more practice and examples. Students also often lack focus due to environmental factors that are not supportive, such as the internet factor that often experiences signal interference. These problems make students reluctant to participate in the learning process because of the large number of given tasks.
Ideally  16 This causal relationship repeats the process. 17 Research on self-regulated learning has been carried out by many researchers such as Saputra et al. 18

Result
The results showed that self-regulated learning facilitates students SMAS Islam Miftahul Ulum, Krejengan, Probolinggo to learn Islamic education subject during the Covid-19 pandemic.
The implementation of selfregulated learning can be described as follows:

Analysis of Learning Conditions
Since the learning from a home policy by the Minister of Education Many students find it challenging to take part in online learning because they do not have a gadget or cellphone to participate in online learning, so they borrow the tools from a relative or participate in learning together with their friends. Wardani 30 said that he felt difficult and felt burdened in following the lesson, especially in understanding the teachers' assignments due to technical difficulties such as wifi signal interference.
Starting from the analysis of the learning condition, it can be seen that students at SMAS Islam Miftahul Ulum are ready to take part in learning. However, not all students have digital technologies. They gather at a particular gathering point such as one of students house who had a good internet connection to keep up with the school's work.

Determine the Learning Design
Based on the analysis of learning conditions, the teaching and learning process of Islamic religious subjects is carried out by setting learning targets and goals. According to Fauziah, an Islamic Education teacher at SMAS Islam Miftahul Ulum, teachers' self-regulated learning is applied by the school's teachers. At this stage, the teacher sets targets or goals based on the analysis of students' learning conditions at SMAS Islam Miftahul Ulum. These objectives are described in primary competencies, core competencies, and several indicators that students must achieve in Islamic Education learning. The principles of the targets and learning objectives must be measured and evaluated for their success.
After the learning objectives are determined, the teacher plans the design by utilizing various media and existing learning resources. In this planning design, the teacher also determines how the evaluation technique will be used in Islamic Education learning activities with selfregulated learning.

Applying Strategies
After determining the learning design through the use of various methods, media, and learning resources, the next step is to carry out online-based Islamic education learning planning that has been designed in such a way by the teacher.
According to Fauziah 31 , the self-regulated learning strategy is to implement previously designed materials so that learning can be directed and systematic. In this case, the teacher provides Islamic Education learning materials to students to learn and understand themselves and gives students the freedom to seek information through their technology tools as part of their learning resources. The

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Nadwa: Jurnal Pendidikan Islam and understanding the learning materials. Through the freedom given by educators to students to take advantage of various existing learning resources, students also gain new knowledge and experiences in their learning.

Evaluation of Learning
After carrying out the steps above, the Islamic Education teacher at SMAS Islam Miftahul Ulum conducted an evaluation or learning assessment. It can be seen that the teachers' assessment of Islamic education learning is carried out as follows; the assessment conducted by Islamic Education teachers to determine the learning situation of students and the difficulties they face while participating in online learning. This assessment is carried out by providing questions in the form of descriptions or short answers through the WhatsApp group chat so that educators can capture information briefly.
Next step is the assessment carried out after the educators provide learning material. This assessment is carried out by giving students assignments in the form of questions that have been systematically compiled so that students can work on their pace, concluding that the material that the educators have provided is by the students' understanding, which will then be sent back through the What App class chat group. This assessment is carried out to determine the extent to which students understand the material that has been provided by the educator. Besides, with this assessment, teachers can also change and modify learning to make it more effective in increasing students' competence.
In addition to the assessments above, the presence of students during online learning is also carried out.
According to a predetermined time, the activeness of students in commenting during discussions in the what's app group class and the completeness of students' independent assignments is also a consideration for educators in giving grades to online learning.

Discussion
Self-regulated learning is a condition in which the learners control their learning activities, monitor, motivate, and manage human resources and objects, and become behavior in the decisionmaking process and the learning process. 32 A selfregulated learner takes responsibility for learning activities and takes over the autonomy to regulate himself. They can set goals and problems that they might face in achieving their goals, develop perfection standards in attaining goals, and evaluate the best way to achieve their goals. Students who can carry out regulations in learning get better performance than students who do not self-regulate. 33 Zimmerman 34 stated that self-regulated learning can be __________ 32 Fasikhah and Fatimah, "Self-

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Nadwa: Jurnal Pendidikan Islam students, 37 as opposed to underperformance or learning disabilities. 38 Several researchers suggested several behavioral characteristics of students who have selfregulated learning skills. Students who are selfregulated learners know how to use cognitive strategies, plan, control, direct their metacognition; plan, control time, and have an effort towards completing tasks and creating a pleasant learning environment strong effort and have a discipline. 39 The regulatory process also has a process grouped into four phases and arranged into four areas: cognitive, motivational/affective, behavioral, and contextual. First, the planning phase is as a set of desired goals or specific objectives. Second, the self-monitoring phase is a series of activities that make students aware of the state of cognition, motivation, use of time and effort. Third, the control phase includes the selection and use of mind control strategies, motivation and emotions and control over various academic tasks, and control over the atmosphere and class structure; and fourth, the evaluation phase includes a judgment or decision. 40 Self-regulated learning has a cycle consisting of four stages. First, goal setting, students are encouraged to set their learning goals in advance and what they want to achieve. Students usually set goals based on their previous experiences such as the level of completeness of reading teaching materials, the average of learning time, and the choice of learning environment such as studying with peers so that they can __________ 40 Mukhid, "Strategi Self-Regulated Learning (Perspektif Teoritik)." learn at their own pace by setting the learning sequence. Second, applying strategies is a stage where students carry out the learning plan that has been set at the goal-setting stage. Third, monitoring the learning process. Learners realize what they have done, and the strategy's effectiveness depends on whether their performance reaches the goals they have set.
Students will evaluate whether the goals they set in this stage set goals according to their learning performance. Besides, they also assess the completion of their objectives. Therefore, they can modify their strategies to better suit their learning performance. 41 Self-regulation topics were closely associated with motivation. Learners who are motivated to achieve goals will involve self-regulation activities that they believe can help them (e.g., memorizing the material and clarifying information). Instead, selfregulation enhances learning, and competence perceptions are greater for continued motivation and selfregulation to achieve new goals. Theoretically, learners who have self-regulation abilities actively manage aspects of motivation that involve their willingness to learn. 42 Motivation in learning is one important factor to achieve goals in learning. 43 Motivation itself is the strength of the circumstances in a person that encourages him to carry out certain activities to achieve a goal. achievement. 47 Motivation also has several important functions in learning, namely: 1) as an incentive to act, 2) as a guide for action, 3) selecting actions. 48 Meanwhile, self-learning is an activity carried out by a person to gain knowledge, skills, and attitudes that are good and useful for life. 49 Learning can also be interpreted as a change in individuals' behavior thanks to the interaction between individuals and individuals, interactions between educators and students. 50

Conclusion and Recommendation
Amidst the Covid-19 pandemic Islamic education subject at SMAS Islam Miftahul Ulum is carried out using self-regulated learning. The approach consists of four stages; analysis of learning conditions, determining the learning design, applying learning strategies, and evaluation of learning. Students' motivation to learn Islamic Education increases with using the self-regulated learning model through an online learning system. This can be seen from increasing the learning activeness of student participants through discussions carried out in the Whatsapp group, students' understanding of each material provided by educators, and tasks that students collect according to the specified time.
This result cannot be generalized to all educational institutions, related to increasing student motivation in the pandemic of covid-19 through four steps of selfregulated learning design. However, this research is only specific to one institution, SMAS Islam Miftahul Ulum, which has characteristics and peculiarities in its learning activities. Researchers hope that further research will emerge to investigate selfregulated learning to improve the quality of Islamic education learning in schools.