An Effort to Improve Self-Regulated Learning of Secondary Middle School Students Through Autograph-Assisted Mathematics Realistic Approach
Roima Rizki Lestari, Mulyono
Roima Rizki Lestari
Available Online December 2018.
- https://doi.org/10.2991/aisteel-18.2018.69How to use a DOI?
- Self-regulated learning, realistic mathematics education approach, autograph-software.
- This study aims to investigate (1) the improvement of students' self-regulated learning (SRL) through Autograph-assisted realistic mathematics education approach (ARME), (2) The existence of the interaction between the learning approach and the initial mathematical ability (IMA) of the improvement of students SRL, (3) the process of self-regulated learning. The instrument used consisted of the SRL test. Data were analyzed through two-way ANOVA. Before using ANOVA, homogeneity and normality are first tested. Based on the results of the analysis, the findings of the study are: (1) the improvement in SRL of students in ARME class is higher than the improvement in SRL of students in conventional class, (2) there is no interaction between learning approach with IMA in improving SRL, (3) The process of self-regulated learning that made by the students in ARME class is better than students in conventional class, that means students in the ARME class show more systematic and directed self-regulated learning steps. Research findings recommend that the ARME approach be one of the learning approaches used in schools, especially to improve SRL.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Roima Rizki Lestari AU - Mulyono PY - 2018/12 DA - 2018/12 TI - An Effort to Improve Self-Regulated Learning of Secondary Middle School Students Through Autograph-Assisted Mathematics Realistic Approach BT - Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018) PB - Atlantis Press SP - 315 EP - 319 SN - 2352-5398 UR - https://doi.org/10.2991/aisteel-18.2018.69 DO - https://doi.org/10.2991/aisteel-18.2018.69 ID - Lestari2018/12 ER -