scholarly journals Multimedia: an alternative to improve self-regulated learning and mathematical problem-solving skills

2019 ◽  
Vol 1320 ◽  
pp. 012086
Author(s):  
R M Aadzaar ◽  
D B Widjajanti
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals Efektivitas problem-based learning ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis

2019 ◽  
Vol 6 (1) ◽  
pp. 118-129
Author(s):  
Yuli Kurniyawati ◽  
Ali Mahmudi ◽  
Endang Wahyuningrum
Keyword(s):  
Problem Solving ◽  
Significant Relationship ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Academic Year

Penelitian ini bertujuan untuk mendeskripsikan efektifitas problem-based learning ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Penelitian ini merupakan penelitian Quasi Experimental dengan populasi siswa kelas VIII SMP Negeri 1 Ngadirejo Temanggung tahun pelajaran 2017/2018. Pengambilan sampel dilakukan secara acak dengan mengambil 3 kelas dari 7 kelas yang ada, dan terpilih kelas VIII A sebagai kelas ujicoba, kelas VIIIB sebagai kelas eksperimen, dan kelas VIIIC sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah tes keterampilan pemecahan masalah matematis dan skala kemandirian belajar matematis. Hasil penelitian menunjukkan bahwa problem-based learning efektif ditinjau dari keterampilan pemecahan dan kemandirian belajar matematis. Terdapat perbedaan efektivitas antara problem-based learning dan pembelajaran konvensional ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Terdapat hubungan signifikan antara keterampilan pemecahan masalah dan kemandirian belajar matematis.The effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulatedAbstractThis study aims to determine the effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulated. This study is quasi-experimental with a population of students of grade VIII SMP Negeri 1 Ngadirejo Temanggung academic year 2017/2018. The sampling was done randomly by taking 3 of 7 classes, and the elected class was VIII A, VIIIB, and VIIIC. Then, the three classes were randomized to determine the tryout class, control, and experimental class. Class VIIIB was selected as an experimental class, VIIIC as a control class and VIIIA as a tryout class. The instrument used was the test of mathematical problem-solving skills, the scale of self-regulated learning and observation sheet of learning implementation. The results of this study showed that problem-based learning is effective in terms of mathematical problem-solving skills and self-regulated learning. There is a difference in effectiveness between problem-based learning and conventional learning in terms of mathematical problem-solving skills and self-regulated learning. There is a significant relationship between mathematical problem-solving skills and self-regulated learning.

Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

2003 ◽  
Vol 95 (2) ◽  
pp. 306-315 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Karin Prentice ◽  
Mindy Burch ◽  
Carole L. Hamlett ◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Mathematical Problem ◽  
Third Grade ◽  
Mathematical Problem Solving ◽  
Grade Student ◽  
Self Regulated Learning ◽  
Regulated Learning

scholarly journals THE EFFECT OF SELF-REGULATED LEARNING ON STUDENTS’ PROBLEM-SOLVING ABILITIES

2021 ◽  
Vol 10 (2) ◽  
pp. 927
Author(s):  
Sri Rahayuningsih ◽  
Muhammad Hasbi ◽  
Mulyati Mulyati ◽  
Muhammad Nurhusain
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mixed Method ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Self Regulated Learning ◽  
Mixed Method Design ◽  
Regulated Learning ◽  
Literacy Ability

Abstract The present study aimed to 1) investigate the effect of self-regulated learning on students’ mathematical problem-solving ability; 2) describe the cognitive processes carried out by students with low and high self-regulation and high problem-solving ability. This study employed an explanatory mixed-method design. Nineteen students at a private high school, in Makassar, Indonesia, were selected, in order to complete the questionnaire, mathematical problem-solving ability test. Of the 19 students, two were selected as research subjects representing problem-solving ability. The quantitative data were analyzed using descriptive statistics and inferential statistics, while the qualitative data analysis had to go through the following stages including, reduction, data display, and conclusion drawing. The results showed that 1) self-regulated learning had no effect on students’ mathematical ability; 2) the cognitive processes carried out by students with high self-regulation and high problem-solving ability included high literacy ability, high metacognitive awareness, being proactive yet inflexible; 3) the cognitive processes carried out by students with low self-regulation and high problem-solving ability included low literacy ability but showing more flexible attitudes. From this study, it can be concluded that problem-solving ability is not influenced by self-regulated learning, but by other factors such as the environment, cognitive ability and cognitive preparedness. Keywords: Problem-solving ability; self-regulated learning. Abstract Penelitian ini bertujuan untuk 1) menginvestigasi pengaruh self-regulated learning terhadap kemampuan pemecahan masalah matematis siswa; 2) mendeskripsikan proses kognitif yang dilakukan siswa dengan self-regulation rendah dan tinggi dan kemampuan pemecahan masalah tinggi. Penelitian ini menggunakan explanatory mixed-method design. Sembilan belas siswa sekolah menengah swasta, di Makassar, Indonesia, dipilih untuk mengisi angket tes kemampuan pemecahan masalah matematika. Dari 19 siswa tersebut, dipilih dua orang sebagai subjek penelitian yang mewakili kemampuan pemecahan masalah. Data kuantitatif dianalisis menggunakan statistik deskriptif dan statistik inferensial, sedangkan analisis data kualitatif melalui tahapan yaitu, reduksi data, menampilkan data, penarikan Kesimpulan. Hasil penelitian menunjukkan bahwa 1) self-regulated learning tidak berpengaruh terhadap kemampuan matematika siswa; 2) proses kognitif yang dilakukan siswa dengan self-regulated learning tinggi dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi tinggi, kesadaran metakognitif tinggi, proaktif namun tidak fleksibel; 3) Proses kognitif yang dilakukan siswa dengan self-regulated learning rendah dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi rendah tetapi menunjukkan sikap lebih fleksibel. Dari penelitian ini dapat disimpulkan bahwa kemampuan pemecahan masalah tidak dipengaruhi oleh self-regulated learning, melainkan oleh faktor lain seperti lingkungan, kemampuan kognitif, dan kesiapan kognitif. Keywords: Kemampuan pemecahan masalah, self-regulated learning. 

scholarly journals THE STUDENTS' MATHEMATICAL PROBLEM-SOLVING ABILITIES, SELF-REGULATED LEARNING, AND VBA MICROSOFT WORD IN NEW NORMAL: A DEVELOPMENT OF TEACHING MATERIALS

2020 ◽  
Vol 10 (1) ◽  
pp. 17
Author(s):  
Citra Megiana Pertiwi ◽  
Euis Eti Rohaeti ◽  
Wahyu Hidayat
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Teaching Materials ◽  
New Normal ◽  
Self Regulated Learning ◽  
Microsoft Word ◽  
Normal Period ◽  
Regulated Learning

The new normal period makes ICT-based education the spearhead of the implementation of learning. This becomes an obstacle and a challenge for students, especially in the mathematical problem-solving ability (MPSA), which is very important for students because it is a prior mathematical ability and is included in HOTS. Self-regulated learning in mathematics (SRL) also has a significant role in adapting to learning in the new normal and influences students' mathematical learning outcomes. However, the facts on the ground show that these two abilities are still low. To solve this problem, the researchers developed VBA Microsoft Word-based teaching materials on the relevant polyhedron materials for use so that learning would be more optimal. The method used in this research is an experimental method with a pretest-posttest control group design. The population is all the students in Cimahi City, while the sample is two classes randomly selected. This study indicates that VBA Microsoft Word-based teaching materials are appropriate to be applied in the new normal period, as indicated by the results of the achievement and improvement of MPSA and SRL of students is better than ordinary learning. There is an association between MPSA and SRL and positive response even though they still have difficulty making mathematical models on MPSA questions. Students are more enthusiastic in learning and don't get bored quickly; in line with the challenges of the new normal, the industrial revolution 4.0, and the learning curriculum, learning is more structured, interactive, effective, and efficient.

Self-Regulated Learning in Online Mathematical Problem-Solving Discussion Forums

2012 ◽  
pp. 1145-1155
Author(s):  
Bracha Kramarski
Keyword(s):  
Problem Solving ◽  
Online Discussion ◽  
Mathematical Problem ◽  
Solution Process ◽  
Mathematical Problem Solving ◽  
Discussion Forums ◽  
Self Regulated Learning ◽  
Online Discussion Forums ◽  
Research Fields ◽  
Regulated Learning

Online discussion forums have created both opportunities and challenges in the instruction of mathematics. They provide a variety of tools for sharing knowledge during the solution process, which can enhance students’ mathematical problem solving. However, research also indicates that students have difficulty engaging in the processes involved in using discussion forums, which require the ability to coordinate knowledge with solution strategies and control behaviors (i.e., monitoring). This ability is the essence of self-regulated learning (SRL). This article presents how one may stimulate students’ online SRL in mathematical problem-solving discussion forums by using support techniques. An overview of four research fields, along with the leading experts in each field, presents the complexity of mathematical problem-solving online discussion forum tools, SRL models and self-questioning support techniques using the IMPROVE model. Future directions are suggested.

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