THE DEVELOPMENT OF LEARNING MANAGEMENT MODEL AND INSTRUMENTS FOR PROMOTING ADVERSITY QUOTIENT IN THE CONTEXT OF THE DIGITAL AGE BY USING THE CONCEPT OF CONNECTIVISM FOR UNDERGRADUATE STUDENTS WITH DIFFERENT PERSONALITIES

Abstract

          The objectives of this research article were to 1) synthesize elements of a learning management model that promotes adversity quotient in the context of the digital age by using the concept of connectivism for undergraduate students with different personalities. 2) develop a lesson plan and instruments for promote adversity quotient in the context of the digital age using the concept of connectivism for undergraduate students with different personalities. The statistics used to determine the quality of the research model and tools consisted of mean, standard deviation and IOC. The results showed that the systematic approach to learning management consists of 3 main components: 1) basic elements that promote adversity quotient; 2) the component of the learning management process and 3) the component of the ability of adversity quotient. Assessing the suitability of the model by experts in educational technology curriculum and instruction, and psychology, 7 persons had the overall average at the most appropriate level ( = 4.52, S.D. = 0.62) and the assessment of the instruments by experts in educational technology, psychology, curriculum and instruction, measurement and evaluation: 5 persons assessed the structural conformity of the lesson plan with the value between 0.8 - 1.0. The questionnaire for adversity quotient in the context of the digital age had the content accuracy between 0.6 - 1.0. Personality test has a content validity between 0.6 - 1.0. The behavioral observation form has an overall average at the most appropriate level ( = 3.80, S.D. = 0.45). The performance assessment form had the overall average at the most appropriate level ( = 4.00). Reflective learning log had the overall average at the most appropriate level ( = 3.70, S.D. = 0.60).