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All Journal At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Mukhaiyar Mukhaiyar
Universitas Negeri Padang, Indonesia
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Self-regulated learning: does it affect mathematics learning outcomes? Rhomiy Handican; Siti Riva Darwata; Azwar Ananda; Mukhaiyar Mukhaiyar
At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan Vol 9 No 2 (2022): At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan
Publisher : the Faculty of Education and Teacher Training of the Institut Agama Islam Negeri (IAIN) Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/tarbawi.v9i2.5076

Abstract

Many factors can affect student learning success, especially math learning outcomes which are considered a difficult subject by students. One of the factors is the self-regulation system in learning. Self-regulation system or known as self-regulated learning is certainly different among students. So, the purpose of this study is to determine the level of self-regulated learning and its effect on math learning outcomes. This research is quantitative research using an on-experimental research type with a survey method. The sample used in this study amounted to 40 students who were taken randomly using simple random sampling. While data collection was done with questionnaires and documentation. The data were analyzed using the Pearson product-moment test. From the results of the analysis at a significant level of 5%, it was concluded that there was a significant influence between self-regulated learning on students' math learning outcomes. With the contribution of variable X to variable Y amounting to 32.49%. This means that 32.49% of students' math learning outcomes are determined by self-regulated learning and 67.51% are determined by other variables that are not studied
The Cognitive, Affective, and Psychomotor Domain on English Lesson Plan in School Based Curriculum Irma Handayani; Mukhaiyar Mukhaiyar; Hermawati Syarif
International Journal of Multidisciplinary Research of Higher Education Vol 1 No 1 (2018): (October) Theme Language, Social Science and Education
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v1i1.15

Abstract

This research is focus to analyze teachers in implementing three domains that is cognitive, affective, and psychomotor that suggested by Bloom. Then problems that feced by teachers in implementing these three domian in teaching and learning process. this is qualitative research in case study approach. Data of this research were get from observation and interview three teachers whose teach English subject in Senior High School 5 Padang West Sumatra Indonesia. Base on data that researcher have got, researcher found that: first teachers are not well prepare lesson plan. This is seen in cognitive domain (36.6%) then affective (27.6%) and psychomotor (35.7%). In general from percentage above, result of education still not maximal. Second, there are three problems that faced by teachers in teaching and learning proces, they are: (i) limit of time implementing three domain, (ii) ability of each students in english subject and (iii) limitation of teachers in understanding in implementing this currriculum because of lack training.
Co-Authors Azwar Ananda Hermawati Syarif Irma Handayani Rhomiy Handican Siti Riva Darwata