scholarly journals Self-Regulated Learning of Mathematics for Teacher Prospectives in the Development of Student E-Worksheets

2021 ◽  
Vol 5 (1) ◽  
pp. 205
Author(s):  
Kusno Kusno ◽  
Eka Setyaningsih
Keyword(s):  
21St Century ◽  
Junior High School ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Material Development ◽  
Self Confidence ◽  
Central Java ◽  
Teacher Skills ◽  
Regulated Learning ◽  
Collaboration And Communication

This research is motivated by demands for mastery of 21st-century skills as a form of educational reform in the 4.0 era. This study aims to explore the understanding and skills of the prospective mathematic teacher in the development of the student e-worksheet as a form of teacher skills in the 21st-century. A total of 27 math teacher candidates in Banyumas Regency, Central Java, Indonesia, who took part in training teaching material development, was formed into 9 Groups (G) and was given the task to develop student e- worksheet of mathematics of junior high school. Data were collected through observation, interviews, self-reflection, open questionnaires, and portfolios and analyzed using content analysis procedures by reading carefully to understand relevant themes. The coding and labeling are then carried out to find the meanings associated with the research objectives and theoretical framework. This study's results indicate that self-regulated learning of prospective mathematics education teachers in the development of student e-worksheet can encourage motivation to learn, self-confidence, experience, and determination to become professional teachers in the 21st century. From this study, an understanding and skill of the century 21can be explored from self-regulated learning during the development of student e- worksheet, namely collaboration and communication skills, problem-solving, creativity and imagination, innovation, and novelty, literacy, and leadership.

scholarly journals JUNIOR HIGH SCHOOL STUDENTS’ SELF-REGULATED LEARNING

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
PK Nitiasih ◽  
NWS Mahayanti ◽  
NPR Wijayanti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Interview Guide ◽  
Regulated Learning

In this globalisation era, being able to manage our own learning is a mist and self-regulated learning can be the answer for making the students be able to do so. Identifying self-regulated learning implemented by the students of Junior High School in Buleleng sub-district and also identifying self-regulated aspects which were mostly implemented by Junior High School students in Buleleng sub-districtwerethepurposesofthis study. A total of 444 students from JuniorHighSchoolswhichhaveimplementedcurriculum 2013 were taken as the subjects of this study. Asaqualitativeresearch, the instruments used in this study were observation checklist, questionnaires and also interview guide. The result of the study shows that 78% of Junior High School students in Buleleng sub-district haveimplemented self-regulated learning and there aretwo aspects of self-regulated learning which aremostly implemented by the students, theyareself-judgment and self-reaction in which those two aspects are in self-reflection phase.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

scholarly journals IMPLEMENTASI PENDIDIKAN MATEMATIKA REALISTIK (PMR) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK DAN KEMANDIRIAN BELAJAR PESERTA DIDIK

2018 ◽  
Vol 6 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Dedi Muhtadi ◽  
Sukirwan Sukirwan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
School Level ◽  
Control Group ◽  
Final Conclusion ◽  
High School Level ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Better Than

Penelitian ini bertujuan untuk menggambarkan pencapaian dan peningkatan kemampuan berpikir kreatif matematik (KBKM) dan kemandirian belajar peserta didik melalui implementasi Pendekatan Matematika Realistik (PMR). Populasi penelitian ini adalah peserta didik SMP Negeri di Kota Tasikmalaya. Sampel penelitian adalah peserta didik kelas VIII yang mewakili satu sekolah level tinggi dan satu sekolah level sedang. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain kelompok kontrol pretes-postes. Instrumen yang digunakan yaitu tes KBKM, skala kemandirian belajar peserta didik, dan lembar observasi. Analisis data menggunakan uji Kruskal Wallis. Dari hasil penelitian disimpulkan: 1) Pencapaian dan peningkatan KBKM kelompok PMR lebih baik dari kelompok PK; dan 2) Pencapaian dan peningkatan kemandirian belajar kelompok PMR lebih baik dari kelompok PK.The purposes of this study are to describe the enhancement and the achievement of students’ Mathematical Creative Thinking Skills (MCTS) and Self Regulated Learning (SRL) through implementation of Realistic Mathematics Education (RME) and Conventional Learning (CL). The population of this study were Junior High School students in Tasikmalaya City. The sample of this study were eighth grade students representing the high school level and the medium school level. This research is a quasi-experimental design with pretest-posttest control group. The instrument used is a test MCTS, scale independence of learners, and the observation sheet. Analysis of data using Kruskal Wallis test. The final conclusion: 1) Achievement and improvement of MCTS RME group is better than CL group; and 2) Achievement and improvement of Self Regulated Learning (SRL) RME group is better than CL group.

Self-Regulated Learning as a Method to Develop Scientific Thinking

2015 ◽  
pp. 1189-1214
Author(s):  
Erin E. Peters Burton
Keyword(s):  
Nature Of Science ◽  
Self Regulation ◽  
Scientific Thinking ◽  
Scientific Enterprise ◽  
Self Monitoring ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Evaluation Of Performance ◽  
Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

scholarly journals Flipped Classroom for Improving Self-Regulated Learning of Pre-Service Teachers

2020 ◽  
Vol 14 (09) ◽  
pp. 110 ◽  
Author(s):  
Cecep Kustandi ◽  
Hirmana Wargahadibrata ◽  
Dini Nur Fadhillah ◽  
Suprayekti Suprayekti ◽  
Kunto Imbar Nursetyo
Keyword(s):  
Learning Outcomes ◽  
Mixed Method ◽  
Flipped Classroom ◽  
Self Regulated Learning ◽  
Self Confidence ◽  
Regulated Learning ◽  
Study Programs ◽  
E Learning ◽  
Faculty Of Education ◽  
Education Science

<p class="0abstract">This study aims to describe the use of the flipped classroom for improving the self-regulated learning of pre-service teachers. This explanatory mixed-method collected the information related to the characteristics of students who take Theory Learning courses through e-learning. This research collaborated with students of 2018 which included 30 students and 7 lecturers of Theory Learning courses from 7 study programs at the Faculty of Education Science, Universitas Negeri Jakarta. The results show by a one-tailed test at a significant level 0,05 with n-1 = 29 is 2,045, so tcount (5,843) &gt; ttable (2,045), means an increase after the use of flipped classroom learning outcomes in Theory Learning courses. And also improving self-regulated students. It can be concluded that in general the learning independence of the students of the Faculty of Education Science of Universitas Negeri Jakarta in the indicators has self-confidence categorized as positive<strong>.</strong></p>

scholarly journals PENDEKATAN EKSPLORASI UNTUK MENGEMBANGKAN KEMAMPUAN SELF-REGULATED LEARNING (SRL) MATEMATIKA SISWA SMP

Sepren ◽  
2020 ◽  
Vol 1 (02) ◽  
pp. 8-15
Author(s):  
Dhia Octariani
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Self Regulated Learning ◽  
Exploratory Approach ◽  
Regulated Learning ◽  
Better Than

  This research is an experimental study with only posttest control design that aims to develop students' mathematical self-regulated learning (SRL) abilities. The population subject is VII grade private junior high school students in one of the schools in Medan. The experimental class gets learning with an exploratory approach and the control class gets conventional learning. With a total number of students 68 students of class VII junior high school consisting of 34 students in the experimental class, and 34 students in the control class. The instruments used in this study were mathematics self-regulated learning (SRL) scale, observation sheets, and questionnaire results. The results of this study indicate that an exploratory approach can improve the ability of mathematical self-regulated learning (SRL) better than using conventional approaches.

scholarly journals Information Management Tools for the Development of Self-Regulated Learning Skills in Pre-service Teacher Education

2018 ◽  
pp. 31 ◽  
Author(s):  
Adolfina Pérez ◽  
Victoria Irene Marín ◽  
Gemma Tur
Keyword(s):  
Student Teachers ◽  
Information Management ◽  
Personal Information ◽  
Information Aggregation ◽  
Management Tools ◽  
Self Reflection ◽  
Personal Learning ◽  
Traditional Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning

This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.

scholarly journals Internet usage and self-regulated learning assessment at junior high school students in Tasikmalaya City, Indonesia

2020 ◽  
Vol 4 (2) ◽  
pp. 69-73
Author(s):  
R. Reza El Akbar ◽  
Nani Ratnaningsih ◽  
Edi Hidayat
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Treatment Time ◽  
Internet Usage ◽  
Learning Assessment ◽  
Dominant Male ◽  
School Students ◽  
Self Regulated Learning ◽  
Regular School ◽  
Regulated Learning

describes the pattern of relationship between internet usages on students, on the assessment of aspects of selfregulated learning. The aspect of self-regulated learning measured from 10 aspects. This study discusses the effects ofgender, the categories of schools (excellent schools and regular school), the total value of self-regulated learning andthe value of math exams. In brief, the research stages consist of three stages. The first stage of research is to createand retrieve the questionnaire data. The goal is to obtain all things related to internet usage, as well as measure aspectsof self-regulated learning assessment. The second stage of treatment on students. This treatment time is done for fourmonths, where students follow the math lesson with self-regulated learning method. Students provided with multimediadevices, textbooks and other. The third stage is the assessment or math test. The analytical method used is qualitativemethod with descriptive statistical approach. The results obtained that the dominant male students using internet forgames tend to have greater Aspects of Finding and Utilizing Relevant Learning Resources. While female, tend to bedominant in aspects of Evaluating Learning Processes and Results. The average mathematical exam results, in studentswho often use the game tend to have a higher value, compared with other students who often use social media.

Sign in / Sign up

Export Citation Format

Share Document