Self-regulated Learning Model Affects Students’ Mathematical Conceptual Understanding and Self-confidence in terms of Cognitive Styles

Abstract

The main problem in mathematics learning is to form students’ understanding and self confidence. The aim of this study is to analyze the impact of self-regulated learning model on conceptual understanding and self-confidence in terms of cognitive styles. This study was a quasi-experimental study which applies treatment by level design, where the treatment is learning model for students with different cognitive style level. The samples of the study are 80 students in four classes, who are selected using cluster random sampling technique. Data on conceptual understanding are collected by using conceptual understanding test in the form of essay test. While the data on the students’ self-confidence are collected using questionnaires. The data collected are anayzed using manova. The results of the study indicate that self-regulated learning has positive impact on the students’ conceptual understanding and self-confidence (F = 8,796; p < 0,05). Thus, it could be concluded that learning model and cognitive style give significant impact on the students’ conceptual understanding and self-confidence in terms of cognitive styles.

Deskripsi Kemampuan Pemahaman Konsep Matematis Ditinjau Dari Self-Regulated Learning

“…Untuk mencapai tujuan, disusun suatu rencana, baik dari segi fisik maupun non fisik. Rencana tersebut kemudian diimplementasikan untuk mendapatkan hasil (Mahayani et al, 2021). Self-regulated learning ialah merencanakan sesuatu diri untuk mengarahkan juga mengevaluasi diri sendiri berdasarkan perbedaan tingkatan dari beberapa soal yang dipelajari.…”

The Impact of Students’ Learning Interest on Students’ Process Skill in Mathematics

“…In essence, education itself is a conscious effort to develop personality and within oneself (Astrini et al, 2020;Rochanawati & Efi, 2020;Jalaludin et al, 2019). Through a level process to grow the potential of resources, with the substance of national education goals in social attitudes, knowledge, and skills so that they can form good student characters (Cahya & Artini, 2020;Dwi Rahmani & Alyani, 2020;Mahayani et al, 2021). Education can be interpreted as offering one approach to improving the quality of evidence in education has focused on methods and also concerned about teaching and learning (Cai et al, 2020;Campbell et al, 2017).…”