AbstractThis study investigated the

Abstract
This study investigated the convergence of Bloom’s Mastery Learning Approach (MLA) and Bandura’s Social Cognitive Theory in Zimmerman’s Self-Regulated Learning (SRL) Strategy in increasing students’ academic performance in Biology. Fifty-two students in Biological Science enrolled in the second semester, SY 2007 –2008, were used as subjects of the study. The Quasi-Experimental Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. After the execution of the lessons using the converging models of MLA and SRL Strategy, the students were given a post-test. It was found out that the students who were exposed to the converging teaching modalities developed better performance in Biology. ANCOVA results on the post-test mean scores of the
respondents were utilized in establishing the causal-effect of the converging models to the academic performance of the students in Biology. A highly significant effect on their academic performance and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.
Keywords: Academic Performance, Bandura’s Social Cognitive Theory, Mastery Learning Approach,
Self-Regulated Learning, Students’ Motivation in Science Learning

Hasil (Bahasa Indonesia) 2:

Abstrak
Penelitian ini meneliti konvergensi Mastery Learning Pendekatan Bloom (MLA) dan Kognitif Sosial Teori Bandura di Zimmerman Diri Regulated Learning (SRL) Strategi dalam meningkatkan prestasi akademik siswa di Biologi. Lima puluh dua siswa di Biologi Ilmu terdaftar di semester kedua, SY 2007 -2008, yang digunakan sebagai subyek penelitian. Kuasi-Eksperimen Desain digunakan dalam penelitian ini: a pre-test dilakukan, mencetak dan dianalisis yang menjabat sebagai dasar dalam menentukan skema pembelajaran awal dari responden. Setelah pelaksanaan pelajaran menggunakan model konvergen MLA dan SRL Strategi, para siswa diberi post-test. Ternyata ditemukan bahwa siswa yang terkena modalitas mengajar konvergen dikembangkan kinerja yang lebih baik di Biologi. Hasil ANCOVA pada post-test berarti skor dari
responden digunakan dalam membangun kausal-efek dari model konvergen terhadap kinerja akademik siswa di Biologi. Sebuah efek yang sangat signifikan pada kinerja akademis mereka dan interaksi yang signifikan dari model untuk pengelompokan eksperimental dan kemampuan mental dari responden menyimpulkan dalam penelitian.
Kata kunci: Kinerja Akademik, Kognitif Sosial Teori Bandura, Penguasaan Learning Approach,
Self-Regulated Learning, Siswa 'Motivasi Belajar Ilmu