Fostering Curiosity to Form Self-Directed Learning Traditions

Sucipto Sucipto, Moh. Ishom Ihsan, Bambang Budi Wiyono

© 2019 Ernasari, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: SAR Journal. Volume 2, Issue 2, Pages 61-67, ISSN 2619-9955, DOI: 10.18421/SAR22-03, June 2019.

Received: 12 March 2019.
Accepted: 24 May 2019.
Published: 19 June 2019.


Curiosity and independent learning are two attitudes whose existence and appearance can be mutually reinforcing. By using a development research design, the purpose of the research in this second phase is to describe the level of student curriculum and self directed learning (SDL); and formulates the scenario of self directed learning that has been tested. The results of this study are: the increasing value of student curiosity is followed by the increase of the students' SDL value in each trial phase consistently. This means that there is a logical relationship between the Curiosity variable and the SDL variable. Empirical evidence that strengthens these conclusions are: (1) the distribution of Student SDL values and the distribution of Student's Curiosity value in each phase of the trial is relatively balanced, which is equally dominant in the moderate and enough category positions (average 53.3% and 54, 7%); (2) changes in SDL value and Curiosity value from phase I, to phase II and to phase III are relatively balanced, which are both experiencing a slight increase, especially in the medium and enough categories (on average 1.6% and 1.8%) also in high and good (an average of 0.6%) and both experienced a slight decline in the low and fewer categories (an average of 0.6% and 0.8%).

Keywords – curriculum, self directed learning, student.


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