The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

Cahyani, Berliana Henu; Alsa, Asmadi; Ramdhani, Neila; Khalili, Fakher

doi:10.21580/pjpp.v4i2.3576

Cited by 3 publications

(3 citation statements)

References 42 publications

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“…That the way students regulate academic behavior has a significant effect on the extent to which students procrastinate. This study results indicate that the high procrastinators exhibit a lack of self-regulation in the three regulation areas: cognition, motivation, and behavior proposed in Pintrich's (2000) self-regulation model (Cahyani et al, 2019). This is consistent with the results reported in several recent studies that low self-efficacy for self-regulation is the strongest predictor of procrastination tendencies (Syapira et al, 2022;Ziegler & Opdenakker, 2018).…”

Section: Discussionsupporting

confidence: 92%

The Role of Epistemological Belief and Self Regulation in Academic Procrastination of Muslim College Students

Ghufron

Suminta

2022

Islam G. & C. Jour

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The study on academic procrastination can help educators and educational developers in avoiding the lack of success and even failure in the educational process. This study aims to examine the effect of belief about knowledge, belief about learning, and self-regulation in learning on academic procrastination. This quantitative study involves 277 college students. The data collection technique used in this study is a questionnaire in the form of a scale. There are four types of scales used in the data collection process: the scale of belief about knowledge, the scale of belief about learning, the scale of self-regulation in learning, and the scale of academic procrastination. Data analysis technique using structural equation technique. The results show that belief about knowledge has an effect on self-regulation in learning (r = 0.157, p = 0.028), belief about knowledge affects academic procrastination (r = -0,157, p = 0.000), belief about learning affects self-regulation in learning (r = 0.199, p = 0,040), belief about learning affects academic procrastination (r = -0.147, p = 0,019), and self-regulation in learning affects significant negatively to academic procrastination (r = -0.097, p = 0,030).

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Section: Discussionsupporting

confidence: 92%

The Role of Epistemological Belief and Self Regulation in Academic Procrastination of Muslim College Students

Ghufron

Suminta

2022

Islam G. & C. Jour

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“…Shiroh-based labeling as stated above, simultaneously provides a sense of pride and a lesson to children, that having character makes oneself more valuable. These self-concept values are built to ensure that children continue to receive proper recognition and appreciation so that their growth and development is always optimal (Cahyani et al, 2019;Safrizal et al, 2021;Yulia et al, 2021). This opinion is corroborated by the results of preliminary studies that have been carried out that simultaneous appreciation of children's behavior within a certain period of time will become good character and refraction to form a good self-concept (Alwi, 2018;Ardimen et al, 2019;Kushendar & Maba, 2017;M.…”

Section: Resultsmentioning

confidence: 88%

Shiroh-based Positive Labeling at Rumah Anak Sholeh Padang, Indonesia: A Case Study

Safrizal¹,

Yulia

Jumiarti³

2023

al.ibtida.snj

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Labeling has a big share in forming self-concept and character in students, especially in primary education. There are still many negative nicknames that are of particular concern, and solutions must be found. This study aims to describe the types and ways of labeling one of the non-formal institutions that focus on mentoring and nurturing children's character. This research uses qualitative research with a type of case study. In-depth interviews, participant observation, and documentation of activities carried out in data collection. The data analysis technique used refers to the opinion of Miles and Huberman. Guarantee the validity of the data using triangulation techniques. The results showed that positive shiroh-based labeling was carried out in two ways: labeling by rundown and labeling by moment. In its implementation, labeling is based on the child's good character, who appears then adjusted to the nature of the Prophet's companions. Furthermore, Rumah Anak Sholeh (RAS) mentor aided through stories from friends who were dubbed as children who brought out good characters.

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“…Learning also needs the competencies to solve problem and to have responsibility. A student is able to learn when the learning control is in the student's hand to reach the goals by self-regulating (Cahyani et al, 2019). Self-learning ability refers to goal-directed behavior (Boekaerts & Cascallar, 2006).…”

Section: Introductionmentioning

confidence: 99%

Parental Social Support and Achievement Motivation on Self-Regulated Learning Strategy with an Interest as a Mediator Variable

Saputra¹,

Daliman²

2021

j. pendidik. indonesia.

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Social cognitive theory explains how the individual's environment can influence the emergence of intrinsic motivation which can encourage students to be able to learn independently and be able to achieve learning goals. This study aims to analyze the effect of parental social support and achievement motivation with self-regulated learning with interest as a mediator variable. This research was conducted in 3 different schools. The number of the population in this study amounted to 730 students. While the number of samples used was 288 students. The sampling technique in this study used purposive sampling technique with the criteria for assessing favorite, ordinary and less favorite schools based on the assessment of the surrounding community. The data analysis technique used is the Structural Equation Modeling (SEM) model with the AMOS program. The results of this study indicate that there is a significant influence between social support and achievement motivation on interest. There is a significant influence between social support, achievement motivation and interest in self-regulated learning. There is an influence between social support and achievement motivation on self-regulated learning through interest variables. Students who have high motivation tend to apply high self-regulated learning so that students are encouraged to improve their performance, have the courage to take risks, are creative, and innovative. This can be used as a theoretical and empirical reference in developing student learning independence.

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The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

Cited by 3 publications

References 42 publications

The Role of Epistemological Belief and Self Regulation in Academic Procrastination of Muslim College Students

The Role of Epistemological Belief and Self Regulation in Academic Procrastination of Muslim College Students

Shiroh-based Positive Labeling at Rumah Anak Sholeh Padang, Indonesia: A Case Study

Parental Social Support and Achievement Motivation on Self-Regulated Learning Strategy with an Interest as a Mediator Variable

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