Analysis of Self-Regulated Learning of Students in Mathematics Education Study Program in Number Theory Course

Kurnia Putri Sepdikasari Dirgantoro, Robert Harry Soesanto

Abstract


The number theory is the first mathematics content course in the UPH FIP Mathematics Education study program, which does not have a response class. The response class was conducted as a companion to four content subjects with close relations with school mathematics content, namely Calculus 1, Calculus 2, Geometry, and Linear Algebra. Based on the questionnaire that has been distributed, prospective mathematics teachers consider that the response class is beneficial for them in attending lectures and in exploring related mathematical concepts. However, on the other hand, students inevitably have to go back to learning to be determined with the response class. The implication is that students' self-regulated learning will not develop optimally. However, self-regulated learning is an essential aspect that prospective teachers need to have. This research was conducted to see how self-regulated learning of future mathematics teachers in number theory courses. The research instruments used are questionnaires, the scale of self-regulated learning, and interviews. This research is a qualitative descriptive study. The results of this study are that most students have a moderate level of learning independence. The aspects or indicators of learning independence that need special attention are setting learning goals/targets. Prospective teacher students need to continue to train and develop their learning independence to become professional teachers who continue to develop along with the times.

Full Text:

PDF

References


Ardiawan, Y. (2016). Efektivitas responsi terhadap hasil belajar mahasiswa pada mata kuliah teori bilangan. Jurnal Pendidikan Informatika Dan Sains, 5(2), 280–289.

Azwar, S. (2013). Penyusunan Skala Psikologi. Pustaka Pelajar.

Budiman, H., & Suryakancana, U. (2018). PENGARUH KECERDASAN EMOSIONAL DAN KECEMASAN MATEMATIKA. Jurnal Prisma, 5(7), 1–11.

Cheung, P. (2019). Teachers as role models for physical activity : Are preschool children more active when their teachers are active ? 4 European Physical Education Review, 20(10), 1–10. https://doi.org/10.1177/1356336X19835240

Chrismastianto, I. A. W. (2018). Peran dan Karya Roh Kudus serta Implikasinya terhadap Pengembangan Pribadi dan Kualitas Pengajaran Guru. Polyglot: Jurnal Ilmiah, 14(1), 19–30.

Damayanti, N., Siregar, M., Harahap, P. E. (2015). Hubungan antara motivasi belajar dan kemandirian belajar pada mahasiswa universitas medan area. Psikologia: Jurnal Pemikiran & Penelitian Psikologi, 10(2), 18–24. https://jurnal.usu.ac.id/index.php/psikologia/article/view/14588/6384

Darling-hammond, L. (1998). Teacher Learning That Supports Student Learning. EDUCATIONAL LEADERSHIP, 55(5).

Darr, C., & Fisher, J. (2005). Self-regulated learning in mathematics classes. Paper Presented at NZARE Conference, Turning the Kaleidoscope, Wellington, 2000, 44–49. http://www.nzcer.org.nz/pdfs/13903.pdf

Dirgantoro, K. P. S. (2014). Pembelajaran matematika dengan pendekatan m-apos untuk meningkatkan kompetensi strategis dan kemandirian belajar siswa. UPI.

Dirgantoro, K. P. S. (2018). View of Kompetensi Guru Matematika Dalam Mengembangkan Kompetensi Matematis Siswa. Scholaria: Jurnal Pendidikan Dan Kebudayaan. https://ejournal.uksw.edu/scholaria/article/view/1310/885

Dirgantoro, K. P. S., Saragih, M. J., Listiani, T., & Mentang, J. S. (2017). Pengaruh Pembelajaran Responsi Pada Mata Kuliah Aljabar Linier Terhadap Hasil Belajar Mahasiswa Program Studi Pendidikan Matematika FIP UPH. In Jurnal EduMatSains (Vol. 2, Issue 1). https://doi.org/10.33541/EDUMATSAINS.V2I1.373

Duckworth, K., Akerman, R., Macgregor, A., Salter, E., & Vorhaus, J. (2009). Self-regulated learning: a literature review. Centre for Research on the Wider Benefits of Learning Institute of Education.

Dzulfikar, A. (2016). KECEMASAN MATEMATIKA PADA MAHASISWA. Jurnal Matematika Dan Pendidikan Matematika, I(1), 34–44.

Fauzan, R. (2019). Pengaruh Kesiapan Belajar, Kemandirian Belajar, Iklim Kelas Dan Lingkungan Teman Sebaya Terhadap Keaktifan Belajar Ekonomi Siswa Kelas XI IPS SMAN 12 Padang. STKIP PGRI SUMATERA BARAT.

Frost, E. A. (2011). Why Teachers Must Learn : Student Innovation as a Driving Factor in the Future of the Web. Computers and Composition, 28(4), 269–275. https://doi.org/10.1016/j.compcom.2011.10.002

Hargis, J. (2000). The Self-Regulated Learner Advantage: Learning Science on the Internet. Electronic Journal of Science Education Southwestern University, 4(4). http://ejse.southwestern.edu/article/view/7637

Järvelä, S., & Järvenoja, H. (2011). Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups. Teachers College Record, 113(2), 350–374. https://www.researchgate.net/publication/230555576_Socially_Constructed_Self-Regulated_Learning_and_Motivation_Regulation_in_Collaborative_Learning_Groups

Karimpour, S., Sayad, A., & Sheibani, K. A. (2018). A negative correlation between self-regulation learning strategies and emotional intelligence : a new finding. Reproductive Biomedicine & Society Online, 23(1), 1–5.

Kramarski, B., & Michalsky, T. (2009). Investigating Preservice Teachers ’ Professional Growth in Self-Regulated Learning Environments. Journal of Educational Psychology, 101(1), 161–175. https://doi.org/10.1037/a0013101

Lumpkin, A. (2013). Journal of Physical Education, Recreation & Dance. Journal of Physical Education, Recreation & Dance, 79(2), 45–49. https://doi.org/10.1080/07303084.2008.10598134

Nursyahidah, F., & Albab, I. U. (2018). IDENTIFIKASI KEMAMPUAN BERPIKIR KRITIS MATEMATIS MAHASISWA BERKEMAMPUAN PEMECAHAN MASALAH LEVEL RENDAH DALAM PEMBELAJARAN KALKULUS INTEGRAL. Jurnal Elemen, 4(1), 34–49.

Paris, S. G., & Winograd, P. (2003). The Role of Self-Regulated Learning in Contextual Teaching: In CIERA Archive.

Pratiwi, I. D., & Laksmiwati, H. (2016). Kepercayaan Diri dan Kemandirian Belajar Pada Siswa SMA Negeri “X” Iffa Dian Pratiwi, dan Hermien Laksmiwati Program Studi Psikologi Universitas Negeri Surabaya. Jurnal Psikologi Teori &Terapan, 7(1), 43–49. https://doi.org/http://dx.doi.org/10.26740/jptt.v7n1.p43-49

Saija, L. M. (2018). ANALISIS TERHADAP KEMANDIRIAN MAHASISWA DALAM BELAJAR STATISTIKA. Jurnal Padegogik Matematika, 1(2), 1–10. https://doi.org/https://doi.org/10.35974/jpd.v1i2.652

Samo, D. D. (2016). AN ANALYSIS OF SELF-REGULATED LEARNING ON MATHEMATICS EDUCATION STUDENT FKIP UNDANA. Infinity Journal, 5(2), 67–74. https://doi.org/10.22460/infinity.v5i2.213

Samuelsson, J. (2008). The Impact of Teaching Approaches on Students’ Mathematical Proficiency in Sweden Joakim Samuelsson Linköpings Universit y. International Electronic Journal of Mathematics Education, 5(2), 61–78. https://www.iejme.com/article/the-impact-of-teaching-approaches-on-students-mathematical-proficiency-in-sweden

Suherman. (2003). Evaluasi Pembelajaran Matematika. JICA FPMIPA UPI.

Sumarmo, U. (2002). KEMANDIRIAN BELAJAR: APA, MENGAPA, DAN BAGAIMANA DIKEMBANGKAN PADA PESERTA DIDIK Oleh: Utari Sumarmo, FPMIPA UPI. Makalah Pada Seminar Pendidikan Matematika Di UNY, 1983, 1–9.

Sunarya, P. A., B, A.-B. bin L., & Ignatius Joko Dewanto. (2017). HUBUNGAN ANTARA MANAJEMEN WAKTU DENGAN PRESTASI BELAJAR MAHASISWA PROGRAM STUDI DIII KOMPUTERISASI AKUNTANSI AMIK RAHARJA INFORMATIKA. Cyberpreneurship Innovative and Creative Exact and Social Science, 3(2), 115–121. https://doi.org/https://doi.org/10.33050/cices.v3i2.434

Sundari, F. (2017). PERAN GURU SEBAGAI PEMBELAJAR DALAM MEMOTIVASI PESERTA DIDIK USIA SD Faulina Sundari. Prosiding Diskusi Panel Pendidikan “Menjadi Guru Pembelajar,” April, 144–146.

Tahar, I., & Enceng. (2006). Hubungan kemandirian belajar dan hasil belajar pada pendidikan jarak jauh. Jurnal Pendidikan Terbuka Dan Jarak Jauh, 7(2), 91–101.

Wolters, C. A., Pintrich, P. R., & Stuart A. Karabenick. (2003). Assessing Academic Self-regulated Learning. In file:///G:/OneDrive - Universitas Pelita Harapan/_Tri Dharma/B. Penelitian/Sumber jurnal/penelitian teobil/the-impact-of-teaching-approaches-on-students-mathematical-proficiency-in-sweden.pdf (Ed.), Conference on Indicators of Positive Development: Definitions, Measures, and Prospective Validity (Issue March, pp. 1–63).

Yuliana, T. (2018). Pengaruh Kesiapan Belajar, Kemandirian Belajar, Gaya Mengajar Guru dan Pemberian Reward Terhadap Keaktifan Belajar Siswa Akuntansi Kelas XI SMK N 1 Lubuk Sikaping [STKIP PGRI SUMATERA BARAT]. http://repo.stkip-pgri-sumbar.ac.id/id/eprint/6090/

Zimmerman, B. J. (2015). Self-Regulated Learning : Theories , Measures , and Outcomes. In International Encyclopedia of Social & Behavioral Sciences (Second Edition, Vol. 21). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26060-1


Article Metrics

Abstract has been read : 465 times
PDF file viewed/downloaded: 0 times


DOI: http://doi.org/10.25273/jipm.v10i1.7812

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 JIPM (Jurnal Ilmiah Pendidikan Matematika)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

View JIPM Stats

 

JIPM indexed by:

       

Copyright of JIPM (Jurnal Ilmiah Pendidikan Matematika) ISSN 2502-1745 (Online) and ISSN 2301-7929 (Print)