Students’ Self-Regulated in Learning Mathematics using Realistic Mathematical Education Model
DOI:
https://doi.org/10.22460/jiml.v5i4.15059Keywords:
Self-regulated learning, Realistic Mathematical Education, Learning MathematicsAbstract
References
Beaumont, C., Moscrop, C., & Canning, S. (2014). Easing the transition from school to HE: scaffolding the development of self-regulated learning through a dialogic approach to feedback. Journal of Further and Higher Education, 40(3), 331–350. https://doi.org/10.1080/0309877X.2014.953460
Broadbent, J. (2017). Comparing online and blended learner’s self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/J.IHEDUC.2017.01.004
Broadbent, J., & Fuller-Tyszkiewicz, M. (2018). Profiles in self-regulated learning and their correlates for online and blended learning students. Educational Technology Research and Development, 66(6), 1435–1455. https://doi.org/10.1007/S11423-018-9595-9/TABLES/6
Callan, G. L., & Cleary, T. J. (2018). Multidimensional assessment of self-regulated learning with middle school math students. School Psychology Quarterly, 33(1), 103–111. https://doi.org/10.1037/SPQ0000198
Cerezo, R., BogarÃn, A., Esteban, M., & Romero, C. (2019). Process mining for self-regulated learning assessment in e-learning. Journal of Computing in Higher Education, 32(1), 74–88. https://doi.org/10.1007/S12528-019-09225-Y
Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/J.ECRESQ.2015.12.016
DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228–236. https://doi.org/10.1016/J.LINDIF.2015.11.010
Dwi Kurino, Y., & Cahyaningsih, U. (2020). The effect of realistic mathematic education towards student’ learning motivation in elementary school. Journal of Physics: Conference Series, 1477(4), 042043. https://doi.org/10.1088/1742-6596/1477/4/042043
Haka, N. B., Rohmah, R. N., Hamid, A., & Masya, H. (2022). Cognitive Conflict-Based Conceptual Change Model on Concept Mastery & Student Self-regulation. Jurnal Pendidikan MIPA, 23(1), 100–110. https://doi.org/10.23960/JPMIPA/V23I1.PP100-110
Hasibuan, A. M., Saragih, S., & Amry, Z. (2019). Development of Learning Materials Based on Realistic Mathematics Education to Improve Problem Solving Ability and Student Learning Independence. International Electronic Journal of Mathematics Education, 14(1), 243–252. https://doi.org/10.29333/iejme/4000
Hooshyar, D., Pedaste, M., Saks, K., Leijen, Ä., Bardone, E., & Wang, M. (2020). Open learner models in supporting self-regulated learning in higher education: A systematic literature review. Computers & Education, 154, 103878. https://doi.org/10.1016/J.COMPEDU.2020.103878
Li, S., Chen, G., Xing, W., Zheng, J., & Xie, C. (2020). Longitudinal clustering of students’ self-regulated learning behaviors in engineering design. Computers & Education, 153, 103899. https://doi.org/10.1016/J.COMPEDU.2020.103899
Mardiah, N., Armiati, Permana, D., Yerizon, & Arnawa, I. M. (2021). The validity of hypothetical learning trajectory based on realistic mathematic education on function topics for grade x senior high school. Journal of Physics: Conference Series, 1742(1), 012005. https://doi.org/10.1088/1742-6596/1742/1/012005
McCardle, L., Webster, E. A., Haffey, A., & Hadwin, A. F. (2016). Examining students’ self-set goals for self-regulated learning: Goal properties and patterns. Studies in Higher Education, 42(11), 2153–2169. https://doi.org/10.1080/03075079.2015.1135117
Pahrudin, A., Ahid, N., Huda, S., Ardianti, N., Putra, F. G., Anggoro, B. S., & Joemsittiprasert, W. (2020). The effects of the ECIRR learning model on mathematical reasoning ability in the curriculum perspective 2013: Integration on student learning motivation. European Journal of Educational Research, 9(2), 675–685. https://doi.org/10.12973/EU-JER.9.2.675
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8(APR), 422. https://doi.org/10.3389/FPSYG.2017.00422/BIBTEX
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/J.EDUREV.2017.08.004
Prahani, B. K., Jatmiko, B., Hariadi, B., Sunarto, D., Sagirani, T., Amelia, T., & Lemantara, J. (2020). Blended Web Mobile Learning (BWML) Model to Improve Students’ Higher Order Thinking Skills. International Journal of Emerging Technologies in Learning (IJET), 15(11), 42–55. https://doi.org/10.3991/IJET.V15I11.12853
Prestiani, V., Irwan, & Arnawa, I. M. (2021). The development of learning design for polyhedron based on realistic mathematic education for grade vii of junior high school students. Journal of Physics: Conference Series, 1742(1), 012002. https://doi.org/10.1088/1742-6596/1742/1/012002
Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merriënboer, J. J. G. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning, 14(1), 1–19. https://doi.org/10.1007/S11409-019-09188-6/TABLES/3
Santoso, B., & Syarifuddin, H. (2020). Validity of mathematic learning teaching administration on realistic mathematics education based approach to improve problem solving. Journal of Physics: Conference Series, 1554(1), 012001. https://doi.org/10.1088/1742-6596/1554/1/012001
Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students’ self-regulated learning and achievement. Learning and Individual Differences, 49, 32–45. https://doi.org/10.1016/J.LINDIF.2016.05.006
Siadaty, M., Gašević, D., & Hatala, M. (2016). Measuring the impact of technological scaffolding interventions on micro-level processes of self-regulated workplace learning. Computers in Human Behavior, 59, 469–482. https://doi.org/10.1016/J.CHB.2016.02.025
Siregar, R. N., Karnasih, I., & Hasratuddin, H. (2020). Pengembangan perangkat pembelajaran berbasis pendekatan realistik untuk meningkatkan kemampuan berfikir kreatif dan self-efficacy siswa SMP (Development of learning tools based on a realistic approach to improve creative thinking skills and self-efficacy). Jurnal Pendidikan Glasser, 4(1), 45–63. https://doi.org/10.32529/GLASSER.V4I1.441
Siregar, R. N., Mujib, A., Karnasih, I., & Hasratuddin, H. (2020). Peningkatan kemampuan berpikir kreatif siswa melalui pendekatan matematika realistik (Improving students’ creative thinking skills through a realistic mathematical approach). Edumaspul: Jurnal Pendidikan, 4(1), 56–62. https://doi.org/10.33487/EDUMASPUL.V4I1.338
Siregar, R. N., & Prabawanto, S. (2021). Increasing students ’ self-efficacy through a realistic mathematical education. (JIML) Journal of Innovative Mathematics Learning, 4(2), 63–74.
Siregar, R. N., Suryadi, D., Prabawanto, S., & Mujib, A. (2022a). Cognitive Flexibility of Students in Solving Mathematical Problems: A Phenomenology Study. Kreano: Jurnal Matematika Kreatif-Inovatif, 13(2), 355–369. https://doi.org/10.15294/KREANO.V13I2.40220
Siregar, R. N., Suryadi, D., Prabawanto, S., & Mujib, A. (2022b). Improving Student Learning: Mathematical Reasoning Ability Through A Realistic Mathematic Education. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4). https://doi.org/10.24127/AJPM.V11I4.6250
Siregar, R. N., Suryadi, D., Prabawanto, S. P., & Mujib, A. (2022c). Improving students’ self-esteem in learning mathematics through a realistic mathematic education. Jurnal Pendidikan MIPA, 23(3), 1262–1277. https://doi.org/http://dx.doi.org/10.23960/jpmipa/v23i3.pp1262-1277
Sugiyono. (2012). Metode penelitian pendidikan (Pendekatan kuantitatif, kualitatif, dan R&D) (Educational research methods (quantitative, qualitative, and R&D approaches)). Alfabeta.
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2020). Realistic Mathematics Education. Encyclopedia of Mathematics Education, 713–717. https://doi.org/10.1007/978-3-030-15789-0_170
Wijayanto, Z., Mutiara, H., & Pardimin, P. (2022). Implementation of the Flipped Classroom Learning Model to Improve Students’ Self-Regulated Learning. Jurnal Pendidikan MIPA, 23(3), 1123–1134. https://doi.org/10.23960/JPMIPA/V23I3.PP1123-1134
Winne, P. H. (2017). Cognition and Metacognition within Self-Regulated Learning. Handbook of Self-Regulation of Learning and Performance, 36–48. https://doi.org/10.4324/9781315697048-3
Winne, P. H. (2019). Paradigmatic Dimensions of Instrumentation and Analytic Methods in Research on Self-Regulated Learning. Computers in Human Behavior, 96, 285–289. https://doi.org/10.1016/J.CHB.2019.03.026
Yamada, M., Goda, Y., Matsuda, T., Saito, Y., Kato, H., & Miyagawa, H. (2016). How does self-regulated learning relate to active procrastination and other learning behaviors? Journal of Computing in Higher Education, 28(3), 326–343. https://doi.org/10.1007/S12528-016-9118-9
Yamada, M., Shimada, A., Okubo, F., Oi, M., Kojima, K., & Ogata, H. (2017). Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance. Research and Practice in Technology Enhanced Learning, 12(1), 1–17. https://doi.org/10.1186/S41039-017-0053-9/TABLES/7
Yang, D. C., & Wu, W. R. (2010). The Study of Number Sense: Realistic Activities Integrated into Third-Grade Math Classes in Taiwan. The Journal of Educational Research, 103(6), 379–392. https://doi.org/10.1080/00220670903383010
Zheng, L., Li, X., & Chen, F. (2016). Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills. Innovations in Education and Teaching International, 55(6), 616–624. https://doi.org/10.1080/14703297.2016.1259080