The effect of the family environment, school environment, and community environment on students' independence through distance learning

Abstract

This research aimed to investigate the effect of the three education centers on students' independence through distance learning. This study used a quantitative approach using a correlational survey method. This study involved 2263 students from Banten Province, Indonesia, who were selected using random cluster sampling. Research data was collected through independent learning questionnaires and family, school, and community environments. All data were analyzed using multiple linear regression analysis. The results of the descriptive statistical analysis show that the average score of female students' learning independence (96.45) is higher than the average score of male students' learning independence (93.38) through distance learning, and the average junior high school students’ learning independence score (95.81) is higher than the average score of learning independence for high school/equivalent students (93.42) and tertiary institutions (94.21) through distance learning. While the results of inferential statistical testing show that in the implementation of  distance learning, (1) the family environment has a significant positive influence on independence learning, (2) the school environment has no significant effect on independence learning, and (3) the community environment has a significant positive effect on learning independence. The findings can have implications for the assessment form in the learning process, which is not only the learning achievement from the content assessment but can also use another form, such as students’ independence, like in these findings.