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

2021 ◽  
Vol 10 (1) ◽  
pp. 39
Author(s):  
Kurnia Putri Sepdikasari Dirgantoro ◽  
Robert Harry Soesanto
Keyword(s):  
Number Theory ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Learning Goals ◽  
Response Class ◽  
Study Program ◽  
Self Regulated Learning ◽  
Education Study ◽  
Regulated Learning

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.

scholarly journals Optimalisasi mutu lulusan dengan pembekalan keterampilan berhitung model MARS (matematika dan aritmatika sederhana)

2019 ◽  
Vol 15 (1) ◽  
pp. 44-52
Author(s):  
Intan Sari Rufiana ◽  
Wahyudi Wahyudi ◽  
Dwi Avita Nurhidayah
Keyword(s):  
Mathematics Education ◽  
Community Service ◽  
Mathematics Teachers ◽  
Skills Training ◽  
Service Program ◽  
Simple Arithmetic ◽  
Study Program ◽  
Tertiary Institutions ◽  
Education Study ◽  
Addition And Subtraction

[Bahasa]: Tujuan kegiatan pengabdian kepada masyarakat ini (PKM) adalah memberikan keterampilan terkait dengan kemampuan aritmetika sederhana pada mahasiswa Program Studi Pendidikan Matematika Universitas Muhammadiyah Ponorogo khususnya pada Operasi Aljabar (Penjumlahan dan Pengurangan). Keterampilan ini termasuk di luar kompetensi utama yang mendukung keilmuan. Dengan adanya kegiatan ini diharapkan dalam implementasinya, mahasiswa mampu bersaing dengan lulusan dari Perguruan Tinggi lain. Kegiatan ini dilaksanakan untuk (1) mempersiapkan dan membekali para calon pendidik khususnya mahasiswa program studi matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Ponorogo Semester VI dan Semester VIII dalam hal berhitung cepat, (2) memberikan motivasi pada mahasiswa untuk memiliki keterampilan lain yang mendukung keilmuan. Kegiatan ini dilaksanakan melalui kegiatan pelatihan keterampilan berhitung dengan menggunakan jarimatika. Dapat disimpulkan bahwa kegiatan pelatihan ini dapat membangkitkan motivasi dan membekali mahasiswa dengan keterampilan lain yang mendukung keilmuannya. Dari 30 mahasiswa yang mengikuti kegiatan PKM, sebanyak 50% berpendapat bahwa model berhitung ini sangat mudah diterapkan, 30% menyatakan mudah diterapkan, dan sisanya menyatakan cukup mudah diterapkan. Selain itu, 53% dari 30 peserta sangat paham terhadap konsep berhitung menggunakan jarimatika, 27% dari 30 peserta menyatakan paham, 17% menyatakan cukup paham dan 3% menyatakan sulit. Kata kunci: optimalisasi keterampilan, berhitung matematika, jarimatika [English]: The purpose of this community service program is to provide students with simple arithmetic skills in the Mathematics Education Study Program at Universitas Muhammadiyah Ponorogo, especially in Algebra Operations (addition and subtraction) which include as the supporting competencies. This program is expected to prepare students for competing with graduates from other tertiary institutions. It was carried out to (1) prepare and equip prospective mathematics teachers in terms of fast counting, (2) provide motivation for students to have other skills that support their main competences. The program was in the form of numeracy skills training using Jarimatika. Of the 30 students who took part; 50% of the students agreed that the numeracy model is very easy to implement, 30% said it was easy to apply, and the rest stated it was quite easy to apply. In addition, 53% of the 30 participants understood the concept of arithmetic using Jarimatika, 27% expressed understanding, 17% stated that they understood well, and 3% stated that it was difficult. The program can arouse motivation and equip students with additional skills that can support their knowledge. Keywords: optimization of skills; math counting; jarimatika

scholarly journals Improving Proof Ability of Prospective Teachers with a Contextual Model on Trigonometry

2020 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Fajar Maulana Rahmad ◽  
Abd Qohar
Keyword(s):  
Mathematics Education ◽  
Action Research ◽  
Prospective Teachers ◽  
Research Method ◽  
State University ◽  
Study Program ◽  
Contextual Model ◽  
Research Results ◽  
Education Study ◽  
Classroom Action Research

Proof ability of prospective teachers on Trigonometry material is still lacking. It can be seen when they carry out trigonometry proof that does not meet the proof indicators to conduct the research. This study aimed at improving proof ability of prospective teachers with a contextual model on Trigonometry materials. The research method used was classroom action research with the subjects of 30 students of Mathematics Education Study Program, State University of Malang, 2019. The research was conducted in two cycles by providing scaffolding action regarding proof steps, trigonometry identity scaffolding, and conflict cognitive of proof results. The research results showed that an increase of material indicator was 4%, an increase of completeness indicator was 24%, an increase of reason indicator was 59%, an increase of clarity indicator was 31%, an increase of conclusion indicator was 2%, and an increase of application capability indicator was 4% with a total increase of student’s ability was 23%.

scholarly journals Pendidikan Karakter dalam Pembelajaran pada Mahasiswa Calon Guru Matematika

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yudi Darma ◽  
Utin Desy Susiaty ◽  
Dona Fitriawan
Keyword(s):  
Mathematics Education ◽  
Character Education ◽  
Mathematics Teachers ◽  
Research Subjects ◽  
Study Program ◽  
Descriptive Research ◽  
Education Study ◽  
Qualitative Descriptive ◽  
Program Environment ◽  
Prospective Mathematics Teachers

The aim of the research is to study: 1) how prospective mathematics teachers plan character education in learning; 2) how prospective mathematics teachers carry out character education in learning; 3) how prospective mathematics teachers assess character education in learning. The research is a qualitative descriptive research. The research subjects are IKIP PGRI Pontianak teachers, especially those in Mathematics Education study program. Based on the results of the research, it can be concluded that. 1) Prospective mathematics teachers plan well the character education, internalize it in the KKNI curriculum and design it according to the indicators set in the SNP-PT guidelines. 2) Prospective mathematics teachers carry out well the character education. 3) Prospective mathematics teachers assess very well the character education as an improvement in character in the study program environment

scholarly journals What is Needed and Prepared to Become a Mathematics Teacher?

2020 ◽  
Vol 5 (2) ◽  
pp. 95-102
Author(s):  
Yoppy Wahyu Purnomo ◽  
Irfan Wahyu Prananto
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Global Competition ◽  
Technological Advancement ◽  
Study Program ◽  
Education Study ◽  
Basic Asset ◽  
Math Teacher

The mathematics teacher profession has become a challenging and interesting profession in the era of technological advancement and global competition. The fact that mathematics is difficult is not able to stop interested (students) to become mathematics teachers. This is a basic asset that they have seen the opportunities behind challenges. This article aims to provide an overview of prospective mathematics teacher candidates regarding the opportunities, hopes, demands, and challenges of becoming a mathematics teacher. To accommodate these objectives, the article is divided into three main sections related to the question: Why choose a mathematics education study program? What does it take to be a math teacher? What needs to be prepared to become a mathematics teacher? These three questions are answered in their respective sections in the hope that they can give an idea of ??what needs to be done, what has been done, and how the students of mathematics teacher candidates follow the lectures.

scholarly journals KEYAKINAN MATEMATIS DAN KEMANDIRIAN BELAJAR MAHASISWA PADA PROGRAM STUDI PENDIDIKAN MATEMATIKA [MATHEMATICAL BELIEFS AND THE SELF-REGULATED LEARNING OF STUDENTS IN A MATHEMATICS EDUCATION STUDY PROGRAM]

2020 ◽  
Vol 4 (1) ◽  
pp. 31
Author(s):  
Robert Harry Soesanto ◽  
Wardani Rahayu ◽  
Kartono Kartono
Keyword(s):  
Prior Knowledge ◽  
Mathematical Beliefs ◽  
Integral Calculus ◽  
Study Program ◽  
Logical Consistency ◽  
Self Regulated Learning ◽  
Ex Post ◽  
Education Study ◽  
Regulated Learning ◽  
Ex Post Facto

<p>In general, integral calculus courses are difficult for students because the problems involved require strong problem-solving skills. For university students, integral calculus courses also require them to do self-regulated, or independent, learning. Another aspect that makes learning difficult for these students is their mathematical beliefs and prior knowledge. This study aims to see how different types of mathematical beliefs affect self-regulated learning in terms of students' prior knowledge. This research was conducted on students in a mathematics education study program at a private university in Tangerang with a sample of 120 students. This research is an ex post facto quantitative study using a two factorial design. The variables in this study consisted of independent variables in the form of mathematical beliefs, the moderator variable in the form of students’ prior knowledge, and the dependent variable in the form of self-regulated learning. The results obtained are: (1) self-regulated learning by students with logical consistency mathematical beliefs is higher than students with memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and prior knowledge towards self-regulated learning, (3) student in the high prior knowledge gorup logical consistency beliefs had higher self-regulated learning than students with memorized and procedural beliefs, and (4) self-regulated learning in the low mathematics prior knowledge group with logical consistency beliefs is lower than students with memorized and procedural beliefs.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Mata kuliah kalkulus integral pada umumnya masih menjadi kesulitan bagi mahasiswa karena permasalahan yang terkandung membutuhkan pemecahan masalah yang kuat. Kalkulus integral juga membutuhkan kemandirian belajar bagi mahasiswa yang mempelajarinya. Hal lain yang menjadi kesulitan mahasiswa adalah faktor keyakinan<em> </em>matematis dan pengetahuan awal matematis. Penelitian ini bertujuan untuk melihat perbedaan jenis keyakinan matematis terhadap kemandirian belajar mahasiswa ditinjau dari pengetahuan awal matematisnya. Penelitian ini dilakukan terhadap mahasiswa program studi pendidikan Matematika pada salah satu universitas swasta di Tangerang dengan sampel yang digunakan sebanyak 120 orang. Penelitian ini merupakan penelitian kuantitatif <em>ex post facto</em> dengan menggunakan desain dua faktorial. Variabel pada penelitian ini terdiri dari variabel bebas berupa keyakinan matematis, variabel moderator berupa pengetahuan awal matematis, dan variabel terikat berupa kemandirian belajar. Hasil penelitian yang didapatkan adalah: (1) mahasiswa dengan keyakinan<em> logical consistency</em> memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, (2) terdapat interaksi antara keyakinan<em> </em>matematis dan pengetahuan awal matematis (PAM) terhadap kemandirian belajar mahasiswa, (3) mahasiswa pada kelompok PAM tinggi dengan keyakinan<em> logical consistency</em> memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, dan (4) mahasiswa pada kelompok PAM rendah dengan keyakinan<em> logical consistency</em> memiliki kemandirian belajar lebih rendah daripada mahasiswa dengan keyakinan hafalan dan prosedural.</p>

Disposisi Matematis Dan Kemandirian Belajar Mahasiswa Pada Perkuliahan Daring Berbantuan Google Classroom Masa Covid-19

2020 ◽  
Vol 7 (2) ◽  
pp. 53-64
Author(s):  
Rizki Nurhana Friantini ◽  
Rahmat Winata
Keyword(s):  
Sampling Method ◽  
Female Students ◽  
Male Students ◽  
Study Program ◽  
Male And Female ◽  
First Semester ◽  
Self Regulated Learning ◽  
Online Lectures ◽  
Regulated Learning ◽  
Very High

This study aims to analyze the mathematical disposition and self-regulated learning of online lectures with the help of Google Classroom. This type of research is descriptive quantitative. This study's subjects were 34 students of the first semester of the Mathematics Education Study Program consisting of 11 male students and 23 female students determined by the saturated sampling method. From the research results, it can be concluded that students' mathematical disposition through learning assisted by Google Classroom has high criteria. The mathematical disposition of male and female students through learning assisted by Google Classroom has high criteria. Still, the level of mathematical disposition of male students is slightly higher than female students. Meanwhile, student self-regulated learning with the help of Google Classroom obtains very high criteria. For male and female students, both have very high learning independence criteria in carrying out learning with the help of Google Classroom.Keywords: Mathematical Disposition, Self-regulated learning, Google Classroom, Online Lectures, Gender

scholarly journals How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

2017 ◽  
Vol 16 (2) ◽  
pp. ar30 ◽  
Author(s):  
Amanda J. Sebesta ◽  
Elena Bray Speth
Keyword(s):  
Learning Strategies ◽  
Study Strategies ◽  
Learning Goals ◽  
Introductory Biology ◽  
Pedagogical Tools ◽  
Science Courses ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Introductory Biology Course ◽  
Cognitive And Metacognitive Strategies

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills.

scholarly journals THE SELF REGULATED LEARNING, HABIT OF MIND, AND CREATIVITY AS HIGH ORDER THINKING SKILLS PREDICTORS

2020 ◽  
Vol 9 (1) ◽  
pp. 21
Author(s):  
Hodiyanto Hodiyanto ◽  
Muhamad Firdaus
Keyword(s):  
Data Collection ◽  
Thinking Skills ◽  
High Order ◽  
Cluster Sampling ◽  
Study Program ◽  
Self Regulated Learning ◽  
Ex Post ◽  
Regulated Learning ◽  
Ex Post Facto ◽  
High Order Thinking

Tujuan penelitian ini adalah untuk menunjukkan bahwa kemandirian belajar, kebiasaan berpikir, dan kreativitas dapat dijadikan sebagai prediktor terhadap kemampuan berpikir tingkat tinggi. Metode penelitian ini menggunakan metode kuantitatif dengan bentuk penelitiannya berupa penelitian ex post facto. Teknik pengumpulan data yang digunakan adalah teknik pengukuran dan komunikasi tidak langsung sehingga alat pengumpul data yang digunakan adalah tes HOTS dan angket. Populasi dalam penelitian ini adalah seluruh mahasiswa semester I program studi pendidikan matematika IKIP PGRI Pontianak. Teknik pengambilan sampel menggunakan teknik cluster random sampling dan diperoleh satu kelas sebagai sampel penelitian dengan jumlah mahasiswa sebanyak 30 orang. Teknik analisis data dalam penelitian ini menggunakan statistik inferensial, regresi berganda. Hasil penelitian menunjukkan bahwa: kemandirian belajar dapat dijadikan prediktor terhadap HOTS, kebiasaan berpikir dapat dijadikan prediktor terhadap HOTS, kreativitas dapat dijadikan prediktor terhadap HOTS, dan kemandirian belajar, kebiasaan berpikir, dan kreativitas secara simultan dapat dijadikan sebagai prediktor terhadap HOTS. Selain itu, hasil penelitian ini juga menunjukkan bahwa yang dapat mempengaruhi HOTS tidak hanya model atau strategi pembelajaran saja, tetapi ada variabel lain yang bisa berpengaruh terhadap HOTS seperti kemandirian belajar, kebiasaan berpikir, dan kreativitas.   AbstractThe purpose of this research was to show that self regulated learning, habit of mind, and creativity could be used as predictors of high order thinking skills (HOTS). This research used quantitative method, ex post facto research. Data collection techniques used measurement and indirect communication techniques and data collection tool that used was HOTS test and questionnaire. The population were all undergraduate students of the first semester of mathematics education study program IKIP PGRI Pontianak. The sample of this research was taken by using the random cluster sampling technique and one class was obtained as a research sample with 30 students. Data analysis techniques in this study used inferential statistics, multiple regression. Based on the result of research, it was found that: self regulated learning could be a predictor of HOTS, habits of mind could be predictor of HOTS, creativity could be predictor of HOTS, and self regulated learning, habit of mind, and creativity simultaneously could be used as predictors of HOTS. The results of this study also indicated that the influence of HOTS was not only the model or learning strategy used but there were other variables like self regulated learning, habit of mind, and creativity.

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