Definition of Independence Learning

Independence of learning is often referred to as Self-Regulated Learning (SRL). SRL is an effort to deepen and manipulate jariangan associative in a particular field, and monitor and improve the process of deepening of the corresponding (Kerlin, 1992). The definition shows that the independence of learning is the process of designing and careful self-monitoring of cognitive and affective processes in completing an academic task.

Schunk and Zimmerman (1998) defined SRL as a learning process that occurs due to the influence of thoughts, feelings, strategies, and their own behavior-oriented goals. There are three main phases in the cycle of SRL, namely: designing learning, monitor progress of the design study for applying and evaluating learning outcomes in detail. Furthermore Schunk and Zimmerman (1998) details the activities that take place at each phase of SRL as follows:

1. In the last phase of the study design to analyze the task of learning activities, learning to set goals and devise strategies to learn.

2. In the last phase of the monitoring activities of asking questions to yourself.

3. In the evaluation phase includes activities to examine how the course of the strategy.

SRL has several characteristics, Paris and Winograd (2000) suggested characteristics of the SRL is a sense of thinking, the use of sustainable strategies and motivation. SRL did not just think about thinking, but it helps the individual to use his thinking in the draft, selecting learning strategies and to interpret his appearance so that individuals can solve the problem effectively. Strategic thinker who not only know the strategy and its consumer, but more than that they can distinguish the issue of productive and unproductive, they take into account the various options before choosing a solution or strategy.