Mapping the Diversity of Independence Learning Among Senior High School Students: A Latent Profile Analysis
DOI:
https://doi.org/10.61166/elm.v4i1.117Keywords:
Learning Independence, Latent Profile Analysis, Student Heterogeneity, Self-regulated Learning, Senior High School StudentAbstract
Independence Learning helps senior high school students manage their learning. This study aimed to identify heterogeneity in Independence Learning across six dimensions: learning goals, planning, monitoring, execution, evaluation, and reflection. A person-centered approach used Latent Profile Analysis (LPA). Participants were 277 senior high school students, including 100 males and 177 females. Data were collected using 25 Independence Learning items from an existing instrument. Mean scores for each dimension were standardized and analyzed with tidyLPA and mclust in R. Solutions containing one to six profiles were compared using fit and classification indices. The four-profile solution yielded the lowest Bayesian Information Criterion (BIC = 4311.011) and an entropy value of 0.832. Profile 1 included 56 students (20.2%) with low monitoring and execution scores. Profile 2 comprised 12 students (4.3%) who scored highly across all dimensions. Profile 3 was the largest group, comprising 143 students (51.6%), with balanced, moderate scores. Profile 4 included 66 students (23.8%) with strong planning and evaluation scores. These findings indicate that effective learning planning does not necessarily correspond to equally strong monitoring and implementation. The identified profiles provide a basis for designing differentiated instructional support. However, the small size of one profile limits generalization and warrants replication.
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Copyright (c) 2026 Zafrullah Zafrullah, Muhammad Rizka Qiyamullail, Nila Sartika Achmadi, Hajidah Salsabila Allissa Fitri, Fitri Farqiah, Salsabila Husna
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