Self regulated learning for social cognitive perspective in mathematics lessons

Abstract

The research results describe of self-regulated learning for a social cognitive perspective in mathematics lessons. Students adapt to the social environment based on skills, knowledge, and skills previously owned. Every student in the social system adopts information and knowledge. Students learn through the social process of observing, imitating, and modeling the behavior of others. Students need to actively demonstrate independent learning orientation to find challenges and learning opportunities to acquire new skills and knowledge. About 116 new students from one of the state vocational high schools in West Java province of Indonesia participated in the self-regulated learning questionnaire from five aspects: organizations, elaboration, self-evaluation, learning strategies for examinations, and metacognition. We present responses to each self-regulated learning students about academic time management, summarized study materials in a personal way, evaluated their own learning and performance, were strategic in preparing for exams and reflected metacognitively during the study. From social cognitive theory, self-regulated learning is influenced by the students’ personal factors (cognitive, attitudes, and self-evaluation), behavior, and environment (social support). This research contributes to the understanding of students’ self-regulated learning and gives teachers insight into designing learning innovations.

The Multi-dimensions of Teachers’ ICT learning

“…This construct is relevant with Bandura's social cognitive learning theory which views learning as affected by environmental, cognitive and behavioural factors (Bandura, 1991, cited in iSALT Team, 2014. Thus, this study confirms the findings of several previous studies which posit the relationship between individual and social learning construct (DeCaro et al, 2017;Firoozi & Kazemi, 2017;Handayani et al, 2010;Marriott & Chebib, 2014;Şenyuva & Gönül, 2011;Tamura et al, 2015;Wiliamson, 2017;Zakiah & Fajriadi, 2020). The teachers-participants are not passively created by social environment, but they are exploring their social environment to boost their ICT learning.…”

“…This proves the synergy between observational learning in social environment domain and cognition as well as emotion and cognition in individual domain. As revealed by Zakiah and Fajriadi (2020), learners' self regulated learning tends to be affected by their individual factors (such as cognition, self-evaluation and attitude), behavior and social environment. This construct is relevant with Bandura's social cognitive learning theory which views learning as affected by environmental, cognitive and behavioural factors (Bandura, 1991, cited in iSALT Team, 2014.…”

Meningkatkan Kemampuan Representasi Matematis Siswa Menggunakan Model Pembelajaran Connecting, Organizing, Reflecting, Extending (Core)

“…Selama proses presentasi berlangsung guru memberikan konfirmasi terhadap jawaban siswa dan diakhir kegiatan extending guru meminta siswa untuk menyimpulkan hasil kerja mereka. Melalui aktivitas kelompok mampu meningkatkan motivasi dan memfasilitasi siswa untuk secara optimal memperoleh pembelajaran yang bermakna untuk hasil yang lebih baik (Zakiah et al, 2020b), serta membantu siswa yang lemah untuk membangun kepercayaan diri (Zakiah et al, 2020c).…”

Implementasi Project-Based Learning Untuk Mengeksplorasi Kreativitas Dan Kemampuan Berpikir Kreatif Matematis Mahasiswa

“…Membentuk individu yang memiliki kualitas unggul dapat dilakukan melalui pendidikan, diantaranya pendidikan tinggi. Pendidikan tinggi merupakan salah satu sarana mengembangkan keterampilan abad 21 (Zakiah & Fajriadi, 2020a). Fungsi dari pendidikan tinggi diantaranya mengembangkan kemampuan inovatif, responsif, kreatif, terampil, berdaya saing, dan kooperatif.…”