Profil Self Regulation Mahasiswa Pendidikan Matematika Fkip Universitas Riau Di Masa Pandemi Covid-19

Abstract

This research aims to determine the description of students’ self-regulation of Mathematics Education FKIP at the Universitas Riau during the Covid-19 pandemic. The subjects in this study were 121 students of Mathematics Education, FKIP, Universitas Riau. This research uses a descriptive quantitative approach. The data obtained from students was the score of self-regulation of Mathematics Education students, FKIP, Universitas Riau during the Covid-19 pandemic. The research that was conducted showed that the students' self-regulation were at a moderate level as many as 21 people (17.36%), at a high level as many as 80 people (66.12%), and at a very high level as many as 20 people (16.53%). Meanwhile, the achievement of students' self-regulation for each indicator consisted of a goal-setting indicator of 85.74% with a good category, an indicator of environment structuring of 80.48% in a good category, an indicator of task strategies of 73.17% in a fair category, an indicator of time management is 63.22%% in a fair category, an indicator of seeking help is 73.76% in a fair category, and self-evaluation indicator is 87.6% in a very good category. Based on the self-regulation category of each student and the percentage of self-regulation achievement for each indicator, it can be said that the students of Mathematics Education FKIP Universitas Riau were able to adapt while taking online classes during the Covid-19 pandemic by having good self-regulation.

The Relation between Self-Regulated Learning and Mathematical Problem-Solving During Covid-19

“…With the changes in the learning process during the Covid-19 period, students need to adjust to these changes by self-regulating and managing their learning activities independently. Previous research proved this statement with the results of its study, which stated that the research subjects had good self-regulation during learning during the Covid-19 period so that they could quickly adapt to changes in the learning process that occurred (Gestiardi & Maryani, 2020;Siregar & Siregar, 2021). The more students can regulate themselves in the learning process, the more they have an interest and willingness to actively participate in the learning process in class (Lidiawati & Helsa, 2021).…”

Profil Minat Belajar Matematika Siswa di Masa Pandemi Covid-19

“…Minat adalah suatu rasa lebih suka dan rasa ketertarikan pada suatu hal atau aktivitas tanpa ada yang menyuruh [3]. Minat itu sendiri menjadi salah satu faktor utama yang mempengaruhi pencapaian hasil belajar, ketika siswa tidak merasa senang dalam mengikuti pembelajaran makan yang terjadi adalah hasil belajar yang diperoleh cenderung rendah.…”

Rancangan Pembelajaran Transformatif Pada Mata Kuliah Wajib Kurikulum (Mkwk) Dan Penciri Universitas Dalam Blok Tahap Pembelajaran Bersama

“…Metode penelitian Gambar 2. Tahapan Pencapaian Penguasaan Ranah Sikap dan Keterampilan (Diadopsi dari Siregar, 2008) Secara lebih rinci, diskusi terfokus melahirkan bahwa tahapan awal pembelajaran di perguruan tinggi ini diharapkan Mahasiswa memiliki karakter dasar yang unggul yakni ; 1. Memahami cara untuk memberikan solusi secara iteratif nyata bagi masyarakat.…”

“…Universitas Padjadjaran menginginkan proses pembelajaran yang transformative, untuk itu mulailah dirancang proses belajar yang dapat mencapai profil lulusan hingga mahasiswa dapat lulus dengan baik mencapai outcome nya. Proses belajar mencoba (bereksperimen) mengacu pada tiga tahapan pencapaian penguasaan ranah sikap dan keterampilan mahasiswa (Siregar, 2008) yakni dibagi menjadi P1) Pengenalan pada dua semester pertama, P2) Pengembangan pada semester tiga hingga enam, dan P3) Pelepasan pada semester tujuh dan delapan. Untuk menguatkan proses pembelajaran yang menghasilkan outcomes kuat yang merepresentasikan warna perguruan tinggi yang menaunginya pada akhir proses pembelajarannya maka perlu dimulai dengan tahapan pertama yang fundamental pada fase pertama pembelajaran .…”