scholarly journals PROSES BERPIKIR KOMPUTASIONAL SISWA DALAM MENYELESAIKAN SOAL PISA KONTEN CHANGE AND RELATIONSHIP BERDASARKAN SELF-REGULATED LEARNING

Numeracy ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 58-72
Author(s):  
M. Gunawan Supiarmo ◽  
Turmudi ◽  
Elly Susanti
Keyword(s):  
Pattern Recognition ◽  
Computational Thinking ◽  
Structured Interview ◽  
Thinking Skills ◽  
Think Aloud ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Class Viii ◽  
Thinking Processes

This study aims to describe students' computational thinking processes in solving PISA questions on change and relationship content based on self-regulated learning. This type of research is a descriptive study with a qualitative approach carried out in class VIII MTS Daruttauhid Malang. The research data consisted of students' answers, think aloud, and semi-structured interview results. Students' computational thinking skills are seen through indicators, including decomposition, pattern recognition, abstraction and algorithmic thinking. The results of the study inform that students 'computational thinking skills who have high and moderate levels of self-regulated learning do not have a significant difference, because students' computational thinking skills are limited to the pattern recognition stage. The problem-solving steps applied by students are less coherent because abstraction and algorithms has not been done in solving the PISA questions. Abstrak Penelitian ini bertujuan mendeskripsikan proses berpikir komputasional siswa dalam menyelesaikan soal PISA konten change and relationship berdasarkan self-regulated learning. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif yang dilaksanakan pada siswa kelas VIII MTS Daruttauhid Malang. Data penelitian terdiri atas jawaban siswa, think aloud, dan hasil wawancara semi terstruktur. Kemampuan berpikir komputasional siswa dilihat melalui indikator, antara lain dekomposisi, pengenalan pola, abstraksi dan berpikir algoritma. Hasil penelitian menginformasikan bahwa kemampuan berpikir komputasional siswa yang mempunyai tingkat self-regulated learning tinggi dan sedang tidak memiliki perbedaan yang signifikan, karena kemampuan berpikir komputasional siswa terbatas pada tahap pengenalan pola. Adapun langkah pemecahan masalah yang diaplikasikan siswa kurang koheren karena belum dilakukan abstraksi dan berpikir algoritma dalam menyelesaikan soal PISA tersebut. Kata Kunci: Berpikir Komputasional, Self-Regulated Learning, Change and Relationship

scholarly journals Exploring Students Computational Thinking based on Self-Regulated Learning in the Solution of Linear Program Problem

2019 ◽  
Vol 8 (1) ◽  
pp. 30
Author(s):  
Diah Nuraisa ◽  
Amalina Nur Azizah ◽  
Dian Nopitasari ◽  
Swasti Maharani
Keyword(s):  
Pattern Recognition ◽  
Problem Solving ◽  
Computational Thinking ◽  
Linear Program ◽  
Program Problem ◽  
Self Regulated Learning ◽  
Linear Program Problem ◽  
Regulated Learning ◽  
Depth Interviews

This study aims to analyze the students computational thinking in the solution of the linear program problem based on self-regulated learning. The data were collected by self-regulated learning questionnaire, computational thinking test, and depth interviews. This study was conducted in SMAN 10 Tangerang. Computational thinking in students with high and medium levels of self-regulated learning has no difference. Students still make a solution that is fixated with linear program problem-solving procedures in general, that is using examples, substitution, and elimination. In solving problems, students can reach the stages of decomposition and pattern recognition only. Students still do not evaluate the results of their work. Algorithmic performed is less coherent because the abstraction has not been done. The recommendation for further research is the need for research that can develop student abstraction in solving problems. Besides, there is also a need for research that analyzes the reflective of students in computational thinking when solving problems.

scholarly journals Pengaruh geogebra online berbasis scaffolding dan tingkat self regulate learning terhadap kemampuan berpikir kritis

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Asih Miatun ◽  
Hikmatul Khusna
Keyword(s):  
Critical Thinking ◽  
Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Cluster Random Sampling ◽  
Quasi Experiment

Penelitian ini bertujuan untuk menguji  (1) pengaruh pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding terhadap kemampuan berpikir kritis mahasiswa; (2) pengaruh tingkat Self-Regulated Learning (SRL) pada kemampuan berpikir kritis mahasiswa; dan (3) pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. Desain penelitian yang digunakan adalah quasi-experiment. Sampel penelitian adalah mahasiswa pendidikan matematika yang dipilih menggunakan teknik cluster random sampling. Kelompok eksperimen (n = 23) diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding, sedangkan kelompok kontrol (n = 23) diberi pembelajaran menggunakan Google Meet tanpa bantuan Geogebra online. Pengumpulan data menggunakan tes kemampuan berpikir kritis dan angket SRL. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa (1) kemampuan berpikir kritis kelompok yang diberi pembelajaran menggunakan Google Meet dengan Geogebra online berbasis scaffolding lebih baik dibandingkan dengan kelompok kontrol; (2) terdapat perbedaan signifikan kemampuan berpikir kritis mahasiswa ditinjau dari tingkat SRL, dimana mahasiswa dengan SRL tinggi memiliki kemampuan berpikir kritis yang lebih baik daripada mahasiswa dengan SRL sedang dan rendah, serta mahasiswa dengan SRL sedang memiliki kemampuan berpikir kritis yang lebih baik daripda mahasiswa dengan SRL rendah; dan (3) tidak terdapat pengaruh interaksi antara jenis pembelajaran dan tingkat SRL terhadap kemampuan berpikir kritis mahasiswa. The effect of geogebra online based on scaffolding and the level of self-regulated learning on critical thinking skillsAbstractThis study aimed to examine (1) the effect of learning using Google Meet with Geogebra online based on scaffolding on students’ critical thinking skills; (2) the effect of the level of Self-Regulated Learning (SRL) on students’ critical thinking skills; and (3) the effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills. The research design used was a quasi-experiment. The research sample was mathematics education students who were selected using the cluster random sampling technique. The experimental group (n = 23) was given learning using Google Meet with Geogebra online based on scaffolding, while the control group (n = 23) was given learning using Google Meet without the assistance of Geogebra online. Data collection used a critical thinking skills test and an SRL questionnaire. The data analysis technique used two-way ANOVA at a significance level of 5%. The results showed that (1) the critical thinking ability of the group given learning using Google Meet with Geogebra online based on scaffolding was better than the control group; (2) there was a significant difference in students’ critical thinking skills in terms of SRL level, where students with high SRL had better critical thinking skills than students with moderate and low SRL, and students with moderate SRL had better critical thinking skills than students with low SRL; and (3) there was no effect of the interaction between the type of learning and the SRL level on students’ critical thinking skills.

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

2019 ◽  
Vol 9 (4) ◽  
pp. 149-156
Author(s):  
Oyovwi Edarho Oghenevwede
Keyword(s):  
Secondary Schools ◽  
Learning Strategy ◽  
Attitude Score ◽  
Biology Teachers ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Senior Secondary

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

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.

scholarly journals Students’ Metacognition and Self-Regulated Learning: An Analysis Through Students’ Work in Solving HOTS Problem

2020 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Imas Ismayati ◽  
Nani Ratnaningsih ◽  
Supratman Supratman
Keyword(s):  
Data Analysis ◽  
Thinking Skills ◽  
Research Subjects ◽  
Higher Order Thinking Skills ◽  
Self Regulated Learning ◽  
Analysis Technique ◽  
Regulated Learning ◽  
Evaluation Stage ◽  
Data Collection Technique ◽  
Attention To Students

The aims of this study are to analyze and describe the metacognition of students who have high, moderate, and low Self-Regulated Learning (SLR) in solving Higher Order Thinking Skills (HOTS) type problem. The research method that used was qualitative, research subjects were taken from students who can provide information about the results of their work to obtain complete data and stop when there was no information that can be extracted (saturated data), then obtained 6 people consisting of students who have high, medium, low SLR. The Data collection technique used was the think-aloud method. The data analysis technique used in this study was a model from Miles and Huberman. Based on the data analysis, it can be concluded that: the metacognition of students with high SLR used metacognition in the indicators to compose strategies and monitor actions to the maximum while at the evaluation stage they had not been able to mention other alternatives to solve the problem, the metacognition of students with medium SLR used metacognition to the maximum in the indicators of the stage of compiling strategies but at the monitoring actions they had not been able to interpret the results of the answers and at the stage of evaluation they had not been able to mention other alternatives to solve the problem, the metacognition of students with low SLR had not been able to use metacognition to the maximum. Teachers must pay attention to students' self-regulated learning and metacognition in solving HOTS problems.

scholarly journals Effect of Self-Regulated Learning Strategy on students’ achievement in Basic Science in Makurdi Local Government, Benue State, Nigeria

2019 ◽  
Vol 8 ◽  
pp. 361-379
Author(s):  
Christy Mbakohol Jirgba ◽  
Joy Iember Bur
Keyword(s):  
Local Government ◽  
Science Teachers ◽  
Basic Science ◽  
Learning Strategy ◽  
Local Government Area ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Research Questions

This study examined the effects of self-regulated learning instructional strategy on students’ achievement in basic science among Upper Basic 2 in Makurdi Local Government Area of Benue State. The study employed non-equivalent group pre-test-post-test quasi experimental design. The population of the study was 638 upper basic school levels. The sample for this study was 128 students from six co-educational schools within Makurdi Local Government Area of Benue State. Two research questions and two hypotheses guided the study. The instrument used for data collection was Basic Science Achievement Test (BSAT) and was trial tested using Kuder-Richardson (K-R, 20) formula to determine the reliability coefficient of BSAT which was found to be 0.99. Descriptive statistics of means and standard deviation were used to answer all the research questions and inferential statistics of Analysis of Covariance (ANCOVA) was used to test all the hypotheses at 0.05 significant level. The results of the study showed that demonstration method enhanced students’ achievement in basic science better than self-regulated strategy. There is no significant difference between the mean achievement score of students taught basic science using self-regulated learning strategy and those taught using demonstration method. There was no significant difference between the mean achievement scores of male and female students taught basic science using self-regulate learning strategy. Basic science Teachers should not only use demonstration method to teach but also allow the student to actively participate in the learning. This can foster confidence in the students and enhance better achievement in basic science.

scholarly journals The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses

2020 ◽  
Vol 21 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Daeyeoul Lee ◽  
Sunnie Lee Watson ◽  
William R Watson
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Task Value ◽  
Future Research ◽  
Use Of Self ◽  
Massive Open Online ◽  
Positive Correlation ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson’s correlation analysis show a positive correlation between self-efficacy and the use of self-regulated learning strategies, as well as a positive correlation between task value and the use of self-regulated learning strategies. The results of hierarchical multiple regression analysis show that self-efficacy and task value are significant predictors of the use of self-regulated learning strategies. There was a statistically significant difference in the use of self-regulated learning strategies between learners who possessed high self-efficacy and those who possessed low self-efficacy. In addition, learners who had high task value showed statistically significant higher average self-regulated learning scores than those who had low task value. Implications and future research directions are discussed based on the findings.

scholarly journals Self-Regulated Learning in Designing Explorative Learning Tools Among Mathematics Pre-service Teachers through Explorative Module

2018 ◽  
Vol 42 ◽  
pp. 00106
Author(s):  
Indhira Asih Vivi Yandari ◽  
Hepsi Nindiasari ◽  
Etika Khaerunnisa ◽  
Aan Subhan Pamungkas ◽  
Karso ◽  
...  
Keyword(s):  
Learning Activity ◽  
Learning Tools ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Explorative Learning ◽  
Professional Teacher ◽  
Regulated Learning ◽  
Before And After ◽  
Difference Test ◽  
Supporting Materials

This study is back grounded by the importance of self- regulated learning in mathematics pre-service teachers. By possessing self-regulated, students will be able to evaluate learning process, set learning target, arrange the strategy in learning to achieve the goal, search relevant supporting materials for the lectures and show self efficacy. One task which play a role to make students successful to become professional teacher is by creating explorative learning tools. The development of this explorative tools very support learning activity process in class. This study aims to see to what extent self-regulated learning among students in developing explorative learning tools. The method of study is experimental quasi by treatment which is initiated with explorative learning and then explorative module learning is given to one class. The subjects in this study are students of mathematics department with total of 21 students, consist of 4 males and 17 females. Quantitative analysis was performed using the average difference test. The result of study shows that the average of students’ self-regulated learning after treatment is in good category and there is significant difference in self regulated learning before and after treatment. It can be concluded that these treatment give good contribution to develop students’ self-regulated learning.

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