The relationship between self regulated learning and mathematical creative thinking ability

Runisah,; Gunadi, Farid; Ismunandar, Denni

doi:10.1088/1742-6596/1657/1/012004

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…However, this finding is different from the results of research (Akhdiyat & Hidayat, 2018) which states that the mathematical creative thinking ability of high school students is positively influenced by mathematics self-regulated learning by 87.5%, while 12.5% is influenced by factors other than students' mathematical self-regulated learning. Similar results were also expressed by (Astuti et al, 2020;Mauludin & Nurjaman, 2018;Nurcholifah et al, 2021;Runisah & Ismunandar, 2020) which stated that student self-regulated learning in problembased learning (Scientific approach) affected creative thinking skills in mathematics.…”

Section: The Influence Of Mathematical Creative Thinking Ability On S...supporting

confidence: 78%

The Influence of Mathematical Creative Thinking Ability on Students' Self-Regulated Learning Through a Scientific Approach

Mubarika

Faiqoh

Susilawati

et al. 2022

J.Kre

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The purpose of this study was to improve the ability of creative thinking, to see the picture of self-regulated learning, and to analyze the effect of creative thinking ability on self-regulated learning through the implementation of the Scientific approach. This research method is a mixed method of insertion type. The research instrument used was a creative thinking ability test, observation, self-regulated learning scale, and interviews. The population in this study were students in a private high school in Bandung with a sample of 2 classes. The increase in creative thinking skills was analyzed by normalized gain scores, the description of self-regulated learning was analyzed by Post Hoc Tests, while the effect of creative thinking skills on self-regulated learning was used regression analysis. The results showed that the increase in the creative thinking ability of students who received the Scientific approach was better than the students who received conventional learning, there was no difference in the self-regulated learning of students who received learning using the Scientific approach and conventional models, and there was no difference the effect of creative thinking ability on self-regulated learning in learning with scientific approaches, and conventional ones.Tujuan penelitian ini adalah untuk meningkatkan kemampuan berfikir kreatif, melihat gambaran kemandirian belajar, dan menganalisis pengaruh kemampuan berfikir kreatif terhadap kemandirian belajar melalui implementasi pendekatan scientific. Penelitian ini menggunakan metode campuran tipe penyisipan. Instrumen penelitian yang digunakan adalah tes kemampuan berpikir kreatif, observasi, skala kemandirian belajar, dan wawancara. Populasi dalam penelitian ini adalah peserta didik di salah satu SMA swasta Bandung dengan sampel sebanyak 2 kelas. Peningkatan kemampuan berpikir kreatif dianalisis dengan skor gain ternormalisasi, gambaran kemandirian belajar dianalisis dengan Tes Post Hoc, sedangkan pengaruh kemampuan berpikir kreatif terhadap kemandirian belajar digunakan analisis regresi. Hasil penelitian menunjukkan bahwa peningkatan kemampuan berfikir kreatif peserta didik yang memperoleh pendekatan Scientific lebih baik daripada peserta didik yang memperoleh pembelajaran konvensional, tidak terdapat perbedaan kemandirian belajar peserta didik yang memperoleh pembelajaran dengan pendekatan Scientific maupun konvensional, serta tidak terdapat pengaruh kemampuan berfikir kreatif terhadap kemandirian belajar pada pembelajaran dengan pendekatan Scientific, maupun konvensional.

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Section: The Influence Of Mathematical Creative Thinking Ability On S...supporting

confidence: 78%

The Influence of Mathematical Creative Thinking Ability on Students' Self-Regulated Learning Through a Scientific Approach

Mubarika

Faiqoh

Susilawati

et al. 2022

J.Kre

View full text Add to dashboard Cite

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“…Beberapa teori menyatakan bahwa seseorang cenderung lebih banyak menggunakan salah satu bagian otaknya, namun penting untuk dicatat bahwa otak kanan dan kiri bekerja secara bersinergi (Barahona-Corrêa, 2020;Burkhard, 2019;Ligthart, 2019). Oleh karena itulah salah satu tugas guru untuk dapat membuat para siswa berfikir dengan seimbang antara pola pikir otak kanan dan otak kiri dengan membimbing siswa agar mampu berpikir secara efektif dalam keseimbangan salah satunya dengan meningkatkan kemampuan berfikir kreatif pada pembelajaran matematika (Catarino, 2019;Desmayanasari, 2021;Gunawan, 2022;Runisah, 2020). Pernyataan ini sejalan dengan pandangan Marcut (2005:6) yang menegaskan bahwa pemahaman terhadap berfikir kreatif dan kemampuan dalam menyelesaikan masalah matematis memiliki peranan penting dalam pengembangan kemampuan siswa.…”

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Analisis Kemampuan Berpikir Kreatif Matematis Siswa dengan Penerapan Problem Based Learning Berbantu Google Classroom

Prayudho

2024

ppm

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Pembelajaran berbasis masalah dirancang agar dapat meningkatkan kemampuan berpikir kreatif siswa dengan memberi mereka lebih banyak kesempatan untuk mengeksplorasi masalah dengan berbagai solusi. Karena sejatinya berpikir kreatif sangatlah diperlukan sebagai dasar dalam menanggapi masalah yang dihadapi guna mencari solusi yang tepat. Berdasarkan penerapan model belajar Problem Based Learning berbantu google classroom di MTs Pembangunan UIN Jakarta pada materi bangun ruang, didapatkan bahwa tingkat kemampuan berpikir kreatif matematis 22 siswa MTs Pembangunan UIN Jakarta setelah proses pembelajaran dengan model Problem Based Learning (PBL) didapatkan presentase sebesar 40,91% yaitu sekitar 9 siswa pada kategori kreatif, hal ini menunjukkan hampir separuh objek penelitian berada pada kategori kreatif, sedangkan untuk tingkat kemampuan berpikir kreatif pada kategori cukup kreatif mencapai 50% yaitu sekitar 11 orang siswa, sedangkan 9,09% yaitu sekitar 2 siswa berada pada kategori kurang kreatif. Untuk kemampuan berpikir kreatif matematis jika dilihat dari masing-masing aspek dapat dikatakan sudah terbilang cukup bagus dimana di peroleh prosentase pada aspek kelancaran ini mencapai 60,23%, aspek keluwesan/fleksibilitas sebesar 64,77%, aspek orisinalitas sebesar 69,32%, dan pada aspek elaborasi sebesar 57,95%.

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“…Thus, self-regulated learning should be an important concern for teachers and education managers. The relationship between the two variables is in the moderate category, so to equip students with good mathematical critical reasoning, self-regulated learning must be conditioned by teachers in learning management (Runisah, et al, 2020).…”

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confidence: 99%

Meta-Analysis: The Relationship Between Self-Regulated Learning and Mathematical Critical Reasoning

Widana¹

2022

EID

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Self-regulated learning and critical reasoning are two important dimensions in government policies to improve the quality of education which is manifested in the form of the Pancasila student profile. These two dimensions are able to describe the character and competencies of students that must be possessed in the Industrial Revolution 4.0. This research is a meta-analytic study that aims to analyze the relationship between self-regulated learning and mathematical critical reasoning abilities. Data were collected through searching scientific articles that have been published in scientific journals and proceedings in the period 2018-2020. There were 10 research samples that matched the exclusion and inclusion criteria. The data were analyzed using the JASP V-0.11. The results of heterogeneity test with a value of Q=111.610 and p=0.0010.05. The effect size model used was the random effect model. The results showed that the mean effect size was 0.72 in the moderate effect category and the results of the Funnel Plot and Egger's Test with a value of z=1.368 and p=0.1710.05 indicated that there was no publication bias. In conclusion, self-regulated learning is strongly correlated with mathematical critical reasoning.

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The relationship between self regulated learning and mathematical creative thinking ability

Cited by 7 publications

References 11 publications

The Influence of Mathematical Creative Thinking Ability on Students' Self-Regulated Learning Through a Scientific Approach

The Influence of Mathematical Creative Thinking Ability on Students' Self-Regulated Learning Through a Scientific Approach

Analisis Kemampuan Berpikir Kreatif Matematis Siswa dengan Penerapan Problem Based Learning Berbantu Google Classroom

Meta-Analysis: The Relationship Between Self-Regulated Learning and Mathematical Critical Reasoning

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