Online learning: A comparison of self-regulation students high school based on gender differences in the Covid-19 pandemic era

Corona Virus diagnosed 19 (Covid-19) has many impacts on education. One of them is the hands-on learning doing to be online learning. The implementation of online learning is a challenge for educators and students in maintaining practical learning activities. The purpose of this study was to determine whether there are differences in self-regulation in the online learning environment of high school students against gender differences during the Covid-19 pandemic. The research method is a survey by distributing questionnaires in an Online Self-Learning Questionnaire (OSLQ), which is used to determine student self-regulation through six aspects, namely, goal setting, environmental structuring, task strategy, time management, help-seeking, and self-evaluation. A total of 784 students were surveyed and asked to fill out questions by assessing a Likert scale from strongly disagree to agree strongly. Participants consisted of 71% females and 29% males, with 15-18 years mean age. The data were analyzed using IBM SPSS version 26 software. The item reliability was higher, namely 0.839, which supports the reliability of the questionnaire that can be used. Based on the Mann-Whitney test analysis results, the main finding is that there are significant differences in students’ self-regulation in online learning towards gender differences. The average score shows that the self-regulation of female students is better than male students in online learning. Finally, we suggest further investigating the relationship between self-regulation by gender, grade level, major, and other demographics.