The ability to solve problems is an important thing to teach students. This is because, in real life, every individual faces various problems that need to be faced and resolved. This research was conducted with the aim of increasing students' ability to solve problems in the Global Perspective Course with the Topic: The Influence of Science and Technology in Human Life. The research method used is Classroom Action Research which includes: planning, implementing action, observation, and reflection. Before the action is taken, the initial data on student abilities are recorded by giving an initial test (pretest). This study's results indicate an increase in students' ability to solve problems in the Global Perspective Course. It can be seen from the difference in the results of problem-solving abilities in the pre-cycle, cycle one, and cycle two which continued to increase where in the second cycle 80%, namely 92.1% (35 students) were able to solve problems well and scored above the completeness standard. There is an increase in the activity of lecturers and students from cycle I to cycle II, which is above 80%.
The purpose of this study is to (1) determine the effect of self-regulated learning on learning outcomes and (2) determine the effect of self-regulated learning on learning outcomes through student learning motivation in class V. This research is an associative research with quantitative research type, using a questionnaire path analysis model that used include The Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich and Groot (1990) to measure self-regulated learning and learning motivation. The results of the analysis show that: (1) There is a significant influence between self-regulated learning on student learning outcomes, seen from the two aspects of self-regulated learning indicators related to the use of cognitive strategies and self-regulation. (2) and there is a significant effect between self-regulated learning on student learning outcomes through learning motivation, seen from the three aspects related to self-efficacy, intrinsic value, and text anxiety.
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