Self-Regulated Learning in Designing Explorative Learning Tools Among Mathematics Pre-service Teachers through Explorative Module

Abstract

Abstract. This study is back grounded by the importance of self-regulated learning in mathematics pre-service teachers. By possessing self-regulated, students will be able to evaluate learning process, set learning target, arrange the strategy in learning to achieve the goal, search relevant supporting materials for the lectures and show self efficacy. One task which play a role to make students successful to become professional teacher is by creating explorative learning tools. The development of this explorative tools very support learning activity process in class. This study aims to see to what extent self-regulated learning among students in developing explorative learning tools. The method of study is experimental quasi by treatment which is initiated with explorative learning and then explorative module learning is given to one class. The subjects in this study are students of mathematics department with total of 21 students, consist of 4 males and 17 females. Quantitative analysis was performed using the average difference test. The result of study shows that the average of students' self-regulated learning after treatment is in good category and there is significant difference in self regulated learning before and after treatment. It can be concluded that these treatment give good contribution to develop students' self-regulated learning.

Self-Regulated Learning of Brazilian Students in a Teacher Education Program in Piaui: The Impact of a Self-Regulation Intervention

“…Teachers' roles are of paramount importance in fostering student development in these areas across all segments of schooling. Therefore, it is especially important that teacher education programs address self-regulated learning (Schunk and Zimmerman, 2008;Vrieling et al, 2017;Ganda and Boruchovitch, 2018;Michalsky and Schechter, 2018;Yandari et al, 2018;Lawson et al, 2019). In fact, teacher education programs need to provide future teachers not only with specific course content knowledge, but also with knowledge about self-regulatory strategies so they can manage their learning process, develop academic autonomy, and foster these skills in their future classrooms (Dembo, 2001;Schunk and Zimmerman, 2008;Bembenutty, 2011;Middleton et al, 2011;Moos and Ringdal, 2012;Boruchovitch and Ganda, 2013;Habibi and Yanti, 2017;Poitras et al, 2017;Michalsky and Schechter, 2018;Pérez et al, 2018).…”

Effectiveness of the Use of Learning Tools Based on Academics Success Skills in Achieving Cognitive Learning Indicators

“…The thinking ability of students is trained by using learning tools based on academic success skills to be able to develop with various solutions to the problems that have been proposed. The development of thinking skills encourages students to be more creative in providing solutions and alternative problem solving [11], [12], [14], [16], [21], [25], [26], [32].…”

“…By having metacognition knowledge, Students can achieve success in planning and various considerations taken to live life. Therefore, the use of learning tools based on academic success skills is needed to be done repeatedly and applied to become a standard and better improvement results [4], [5], [12], [16], [17], [21], [22], [25].…”

“…Nevertheless, the increase in learning outcomes in the form of an increase in cognitive abilities is only in the form of calculations and solving factual problems. Submission of problems submitted in the form of tests is considered not yet able to meet the learning outcomes to achieve graduate profile [14], [16]- [19]. The consequences for graduates do not have the competencies that should be possessed in the profile of graduates.…”

“…Achievement of graduates having Academic success skills can direct success in carrying out work that is in accordance with the graduate profile [13], [16], [18]- [22]. This can happen if in the planning of teaching and learning tools internalize Academic success skills in learning.…”