The Relationship of Emoji-Based Self-Assessment, Teacher Role, and Student Perception with Learning Independence
DOI:
https://doi.org/10.54518/rh.6.1.2026.969Keywords:
Digital Assessment, Elementary Education, Emoji-Based Self-Assessment, Learning Independence, Student Perception, Teacher RoleAbstract
Learning independence is a crucial outcome in modern education, enabling students to take responsibility and initiative in their learning processes. This study examines the relationship between emoji-based self-assessment, teacher role, student perception, and learning independence among elementary school students. Using a quantitative correlational design, data were collected through questionnaires from 160 students familiar with digital learning activities. The instruments measured the four constructs using Likert scales, with reliability confirmed through acceptable Cronbach’s alpha values. The results show that emoji-based self-assessment, teacher role, and student perception are positively and significantly related to learning independence. Emoji-based assessment showed the strongest association, supporting students’ emotional awareness and self-reflection. Teacher guidance and supportive perception of the learning environment further contributed to autonomous learning behaviors. Collectively, these three factors explained 48% of the variance in learning independence. The findings imply that integrating simple, affective digital tools with supportive teaching practices can effectively foster student autonomy. Educators are encouraged to adopt emoji-based reflection methods, strengthen facilitative teacher roles, and cultivate positive classroom climates to promote independent learning, especially in technology-enhanced educational settings.
Downloads
References
Amanda, H. (2021). Pembelajaran daring ditinjau dari kemandirian dan rasa percaya diri siswa dalam belajar matematika di kelas VIII-1 MTsN Padangsidimpuan tahun ajaran 2020/2021. Padangsidimpuan: IAIN Padangsidimpuan (Bachelor thesis).
Amanda, M. A. (2024). Pengembangan e-modul akidah akhlak berbasis reels instagram untuk meningkatkan hasil belajar siswa di Mts Al-Falah Nagrak. Jakarta: FITK UIN Syarif Hidayatullah Jakarta (Master thesis).
Anindya, A. D., & Purba, F. A. (2025). Peran media digital terhadap dinamika proses interaksi belajar mengajar. Harmoni Pendidikan: Jurnal Ilmu Pendidikan, 2(4), 287–299.
Badhai, J., Kumari, P., Krishnan, P., Ramamurthy, T., & Subrata, K. (2012). Presence of SXT integrating conjugative element in marine bacteria isolated from the mucus of the coral Fungia echinata from Andaman Sea. FEMS Microbiology Letters, 330(1), 3–8.
Buléon, C., Szyld, D., Simon, R., Setnik, L., Eppich, W. J., Fey, M., & Advocacy Inquiry Interest Group. (2025). The Advocacy-Inquiry Rubric (AIR): A standard to build debriefing and feedback skills. Advances in Simulation, 10(1), 60-70.
Chuah, F., & Cham, T. H. (2020). Sample size for survey research: Review and recommendations. Journal of Applied Structural Equation Modeling, 4(1), 1–10.
Delvia, V. (2022). Hubungan penggunaan e-learning terhadap hasil belajar kognitif siswa di SMPN 31 Pekanbaru pada mata pelajaran IPA biologi tahun ajaran 2020/2021. Pekanbaru: Universitas Islam Riau (Bachelor thesis).
Esteves, S. L. C., & Gurat, M. G. (2024). Mathematics teachers’ attitude and readiness for utilizing computer-aided instruction during the pandemic. American Journal of Applied Mathematics and Statistics, 12(3), 35–40.
Guan, X., & Wang, J. (2025). The impact of perceived teacher support on students’ learning approach: The chain mediating role of academic engagement and achievement goal orientation. Frontiers in Psychology, 16(1), 1–13.
Hallaymoun, M., Shorman, S., & Hamid, O. A. H. (2024). Enhancing collaborative learning in CSCL computer e-learning: The impact of a feedback system on student engagement and knowledge exchange. In Prosiding 2024 Arab ICT Conference (AICTC) (pp. 25–30). New York: IEEE.
Kay, J., Bartimote, K., Kitto, K., Kummerfeld, B., Liu, D., & Reimann, P. (2022). Enhancing learning by open learner model (OLM) driven data design. Computers and Education: Artificial Intelligence, 3(1), 100-119.
Li, Y., & Zhong, Z. (2025). Disentangling the facilitation effect of emoji in vocabulary recognition: Experimental evidence from semantic matching tasks. Frontiers in Psychology, 16(3), 1629-1648.
Minn, S. (2022). AI-assisted knowledge assessment techniques for adaptive learning environments. Computers and Education: Artificial Intelligence, 3(1), 100-110.
Noho, M., Adam, A., Usia, R., Yoioga, T., Bambang, S., & Masuku, M. (2024). Analysis of the effectiveness of the independent curriculum in increasing learning independence: A comparative study between high school and basic education levels. Journal of Education and Development, 5(2), 137–144.
Nurfaisa, D. (2025). Peran guru BK dalam proses bimbingan untuk meningkatkan kemandirian belajar siswa di SMPN 3 Palopo. Palopo: IAIN Palopo (Bachelor thesis).
Nurhayatin, T., Fauziyyah, D., Hidayati, P., Budiarti, A., & Jamaludin, M. (2023). Enhancing public speaking skills through a collaborative learning approach with performance assessment. Research Horizon, 3(5), 575–584.
Nuryanto, A. (2022). Learning independence and teacher teaching skills: Does it affect learning outcomes when face-to-face learning is limited. Jurnal Pendidikan Vokasi, 12(2), 110–116.
Patty, J. (2023). Enhancing reading comprehension through the Cooperative Integrated Reading and Composition (CIRC) strategy. Research Horizon, 3(4), 362–377.
Prijambodo, R. F. N., & Punggeti, R. N. (2025). Social Emotional Learning (SEL) untuk meningkatkan partisipasi belajar siswa SD. MUBTADI: Jurnal Pendidikan Ibtidaiyah, 7(1), 64–86.
Rizka, W. (2024). Pengaruh literasi digital terhadap kemandirian belajar peserta didik kelas V SDN 1 Langkapura. Bandar Lampung: UIN Raden Intan Lampung (Bachelor thesis).
Riwayani, S., & Harahap, R. D. (2022). Does blended learning improve student’s learning independence during the Covid-19 pandemic? Evidence from a Labuhanbatu University, North Sumatera. Journal of Educational Sciences, 8(1), 94–101.
Sabrina, N., & Japar, M. (2024). Hubungan antara kecerdasan emosional dan efikasi diri terhadap kemandirian belajar pada siswa SMP. Surakarta: Universitas Muhammadiyah Surakarta (Bachelor thesis).
Sele, Y., Ulia, V., Sila, R., & Oetpah, F. (2023). Students’ learning independence from different specialization classes: A comparative study. International Journal of Learning and Development, 9(1), 57–65.
Sinaga, Y. D. K., Arliani, E., Ngala, J. C., & Agustina, N. L. I. T. (2024). Accuracy of self-assessment and peer assessment in learning: A systematic literature review. Jurnal Paedagogy, 11(2), 312–322.
Sipayung, T. N. (2022). An analysis of students learning independence in mathematics based on google classroom. Journal of Physics: Conference Series, 2157(1), 1–10.
Sudarti, M. P., Sumandjoko, B., Harsono, S. U., & Narimo, S. (2025). Pembelajaran berdiferensi berbasis pada multiple intelligence anak usia dini untuk menguatkan student well being. Lombok Tengah: Penerbit P4I.
Sundari, A., Yennita, Y., & Syafii, M. (2025). Analysis of project-based learning design needs: Building. Jurnal Ilmiah Pendidikan dan Pembelajaran, 9(2), 936–953.
Syarifudin, A., Sanulita, H., & Noer, E. (2024). The impact of the blended learning model on student learning independence during the learning process. Jurnal Pendidikan dan Konseling, 8(1), 106–115.
Tsani, M. (2021). Upaya guru dalam mengembangkan konsep diri positif pada anak usia dini di TK Islam Nurul Hidayah Bojongsari Depok. Jakarta: UIN Syarif Hidayatullah Jakarta (Bachelor thesis).
Tunnissa, F. A. (2021). Persepsi siswa terhadap penggunaan Whatsapp pada pembelajaran pendidikan agama Islam (PAI) daring di SMP Negeri 03 Tangerang Selatan. Jurnal Alasma: Media Informasi dan Komunikasi Ilmiah, 3(1), 57–74.
Utami, P., Rustiyana, R., Ramadhanti, D., Mardiah, M., Fajaryati, N., Rinawan, R. B., & Anggraini, Y. (2025). Komunikasi non verbal smart classroom: Kajian emosi dalam pembelajaran era AI. Bantul: Star Digital Publishing.
Wahyuni, D. (2024). Pancasila education as one of the forms of national character in the global era. Research Horizon, 4(1), 17–24.
Wege, K., Harso, A., & Wolo, D. (2022). Analysis of student learning independence during the pandemic. Journal of Education and Learning Research, 2(1), 87–96.
Wirautami, N. L. P., Halim, A., Ramadhanti, D., Jemeo, M. K., Asmara, A., & Hadiansyah, A. (2025). Paradigma baru pendidikan Gen Z di Indonesia: Dinamika, tantangan dan solusi. Bantul: Star Digital Publishing.
Wiratmoko, G., Muamaroh, M., & Hikmat, M. (2023). The authentic assessment in an EFL speaking classroom at Quwaish English Arabic (QEA) language course. Research Horizon, 3(3), 250–257.
Yan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: Usefulness and factors influencing. Educational Psychology Review, 35(3), 1–28.
Yunita, T., & Risdianto, E. (2023). Development of learning management system-based teaching materials to increase students’ learning independence. Journal of Innovation in Educational and Cultural Research, 2(2), 41–49.
Downloads
Published
How to Cite
License
Copyright (c) 2026 Roasih Roasih, Tri Mulyono, Munadi Munadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
