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All Journal Delta-Pi : Jurnal Matematika dan Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) REFLEKSI EDUKATIKA Jurnal Elemen Edumatsains POLYGLOT MaPan : Jurnal Matematika dan Pembelajaran JOHME: Journal of Holistic Mathematics Education Teorema: Teori dan Riset Matematika Jurnal Basicedu de Fermat : Jurnal Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Range : Jurnal Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Jurnal Basicedu
Soesanto, Robert Harry
Universitas Pelita Harapan
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : JIPM (Jurnal Ilmiah Pendidikan Matematika)

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Analysis of Self-Regulated Learning of Students in Mathematics Education Study Program in Number Theory Course Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 10, No 1 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v10i1.7812

Abstract

The number theory is the first mathematics content course in the UPH FIP Mathematics Education study program, which does not have a response class. The response class was conducted as a companion to four content subjects with close relations with school mathematics content, namely Calculus 1, Calculus 2, Geometry, and Linear Algebra. Based on the questionnaire that has been distributed, prospective mathematics teachers consider that the response class is beneficial for them in attending lectures and in exploring related mathematical concepts. However, on the other hand, students inevitably have to go back to learning to be determined with the response class. The implication is that students' self-regulated learning will not develop optimally. However, self-regulated learning is an essential aspect that prospective teachers need to have. This research was conducted to see how self-regulated learning of future mathematics teachers in number theory courses. The research instruments used are questionnaires, the scale of self-regulated learning, and interviews. This research is a qualitative descriptive study. The results of this study are that most students have a moderate level of learning independence. The aspects or indicators of learning independence that need special attention are setting learning goals/targets. Prospective teacher students need to continue to train and develop their learning independence to become professional teachers who continue to develop along with the times.
Co-Authors Asihlya Sandu Bermuli, Jessica Elfani Bernardinus Dickson Carnegie Maloring Desri Kristina Silalahi Destya Waty Silalahi, Destya Waty Dylmoon Hidayat Friskilia Maharani Jacob Stevy Seleky Johanes Pardamean Saragih Simarmata Kartono - Kurnia Putri Sepdikasari Dirgantoro Manoi, Gledis Oce Datu Appulembang, Oce Datu R. H. Yanti Silitonga R. H. Yanti Silitonga Sarwuna, Yostinawely Shiela Gunawan Silitonga, R. H. Yanti Sinaga, Yunita Margareta Thamsir, Thalia Wardani Rahayu Wolori, Sil Gretzia Yanti Yanti Yubali Ani, Yubali Yunita Margareta Sinaga