Self-regulated learning: the effect on student’s mathematics achievement

Fauzi, Asri; Widjajanti, Djamilah Bondan

doi:10.1088/1742-6596/1097/1/012139

Cited by 34 publications

(31 citation statements)

References 20 publications

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“…They observe that it is a cognitive learning approach strategy, and its application in learning has a substantial positive link with users' academic accomplishment. Students are more inspired to learn and are very likely to succeed when they apply a consolidation of academic learning skills and self-control that enables learning simpler [16]. In [10], the authors noted also that those students who are self-regulated in learning, metacognitive, motivated equally conduct themselves in a decent manner as well as offer initiative and direction for their own endeavors to learn information and skills without the assistance of teachers, parents, or others.…”

Section: Theoretical Expositionmentioning

confidence: 99%

“…In [16], the authors conducted a research to determine the influence of self-regulated learning on students' mathematics success, it could be seen that self-regulated learning actually has substantial consequence on mathematics success because it makes the learning process very effective. The finding has indicated that students with strong self-regulated learning are likely to be highly motivated and successful in any topic, and vice versa.…”

Section: Empirical Reviewmentioning

confidence: 99%

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Self-Regulated Learning and Academic Achievement of Physics Students in Selected Secondary Schools in Aguata Local Government Area of Anambra State, Nigeria

Okafor¹

2022

Adv. sci. technol. eng. syst. j.

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The research investigated the consequence of self-regulated learning on students' academic performance in physics, using selected public co-education schools in Aguata Educational Zone, Anambra State as the research area. The study became necessary as a result of the observed persistent poor performance of the student in Physics in external examinations over the years. The study made use of quasi-experimental research design method. The research information was gathered from the control and experimental groups and was investigated by mean, standard deviation and ANCOVA. The tests were conducted at 0.05 significant levels. The results showed that students taught using self-regulated learning strategy had more impressive mean success scores than those taught using conventional method. The result revealed also that there was no substantial difference between the mean success scores of the male and female students. However, there was substantial difference in the mean scores of rural and urban students in favour of rural students. The interaction effects of strategy and gender on one hand and strategy and location on the other hand, were not statistically significant. The research concluded that self-regulated learning strategy has great impact on students' mean success scores in physics.

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Section: Theoretical Expositionmentioning

confidence: 99%

Section: Empirical Reviewmentioning

confidence: 99%

Self-Regulated Learning and Academic Achievement of Physics Students in Selected Secondary Schools in Aguata Local Government Area of Anambra State, Nigeria

Okafor¹

2022

Adv. sci. technol. eng. syst. j.

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“…Meningkatnya kemandirian belajar peserta didik maka akan meningkat juga pemahaman dan hasil belajar mahasiswa. Fauzi & Widjajanti (2018); Rahmatih et al, (2020).…”

Section: Pembahasanunclassified

Effectiveness of Web-Based Flipped Classroom Reviewed from UnderstandingMathematics Concepts of Primary Teacher Education Students

et al. 2022

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This study aims to determine the effectiveness of the web-based Flipped Classroom model in terms of understanding the mathematical concepts of PGSD students. This type of research is a quasi-experimental quantitative research with one group pretest-posttest. This research was conducted on 2nd-semester PGSD students taking Mathematics Education courses. The population of this study was all 2nd-semester PGSD students and the sample of this study was taken randomly as many as 32 students. This research instrument uses a test for understanding mathematical concepts on geometry material with a total of 10 multiple-choice questions. The data analysis techniques in this study are the normality test as a prerequisite test, the Wilcoxon test to determine the difference between the average pretest and posttest, and the effect size test (Cohen's d) to conclude that the web-based flipped classroom model is effective or not on understanding mathematical concepts. The results of this study indicate that the normality test on the pretest data obtained data with a normal distribution, but on the posttest data the data was not normally distributed, so the Wilcoxon nonparametric test was used. Wilcoxon test results show the results of sig. <0.005, which means that there is a significant average difference between the pre-test and post-test scores. Then from the results of the Effect Size test, the results of 1.55 are included in the very large category.

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“…Hasil penelitian ini diperkuat oleh riset yang dilakukan (Fauzi & Widjajanti, 2018), bahwa strategi terbaik guna mendapatkan hasil belajar memuaskan bisa diupayakan melalui self regulated learning, adanya SRL mampu menghasilkan prestasi yang baik untuk siswa.…”

Section: Pengaruh Self Regulated Learning Terhadap Hasil Belajar Sisw...unclassified

Pengaruh Self Regulated Learning dan Minat Belajar terhadap Hasil Belajar PKK di SMKN 10 Surabaya

Ramadhany

Rosy

2021

joaep

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Hasil belajar yang baik bukan semata-mata diperoleh karena faktor kecerdasan siswa, tetapi faktor lain pun ikut mempengaruhi, antara lain cara siswa mengontrol belajarnya sendiri dan minat belajar yang baik. Penelitian ini dilakukan guna mengetahui pengaruh self regulated learning dan minat belajar secara simultan dan parsial terhadap hasil belajar PKK di SMKN 10 Surabaya. Jenis metode penelitian yang digunakan adalah penelitian kuantitatif. Intrumen dalam penelitian ini berupa kuesioner, wawancara, dan dokumentasi. 144 siswa kelas XI di SMKN 10 Surabaya merupakan populasi dalam penelitian ini sedangkan jumlah sampel penelitian 60 dari populasi tersebut. Metode analisis yang digunakan yaitu analisis regresi linier berganda. Hasil dari penelitian ini : 1). Self regulated learning berpengaruh positif dan signifikan terhadap hasil belajar produk kreatif kewirausahaan (PKK), pengaruh yang diberikan sebesar 12%, 2). Minat belajar berpengaruh positif dan signifikan terhadap hasil belajar produk kreatif kewirausahaan (PKK), pengaruh yang diberikan sebesar 16,6%, 3). Self regulated learning dan minat belajar secara simultan berpengaruh positif dan signifikan terhadap hasil belajar produk kreatif kewirausahaan (PKK) di SMKN 10 Surabaya, dan pengaruh yang diberikan sebesar 28,6 %.

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Self-regulated learning: the effect on student’s mathematics achievement

Cited by 34 publications

References 20 publications

Self-Regulated Learning and Academic Achievement of Physics Students in Selected Secondary Schools in Aguata Local Government Area of Anambra State, Nigeria

Self-Regulated Learning and Academic Achievement of Physics Students in Selected Secondary Schools in Aguata Local Government Area of Anambra State, Nigeria

Effectiveness of Web-Based Flipped Classroom Reviewed from UnderstandingMathematics Concepts of Primary Teacher Education Students

Pengaruh Self Regulated Learning dan Minat Belajar terhadap Hasil Belajar PKK di SMKN 10 Surabaya

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