Analysis of Students’ Mathematical Reasoning Ability Based on Self-Regulated Learning: A Case Study on Algebraic Expressions

Contextual problems play an important role in learning in vocational high schools because they connect mathematical concepts with real-life situations relevant to students. However, studies that specifically examine vocational high school students’ inductive thinking skills in solving contextual mathematical problems, particularly in geometric sequences, viewed from the level of Self-Regulated Learning (SRL), are still limited. This study aims to analyze the inductive thinking abilities of vocational high school students in solving contextual geometric sequence problems based on their SRL levels. A qualitative approach with descriptive analysis was employed. The research subjects consisted of 33 eleventh-grade students from the Accounting and Institutional Finance class at SMK Negeri 1 Boyolali. The results showed that 3 students were categorized as having high SRL, 24 students had moderate SRL, and 6 students had low SRL. Analysis of students’ responses revealed that students with high SRL were able to meet all indicators of inductive reasoning, namely observing regularities, identifying patterns, and formulating generalizations. Students with moderate SRL were able to observe regularities and identify patterns but experienced difficulties in formulating generalizations. Meanwhile, students with low SRL were only able to observe regularities. These findings indicate that SRL levels influence students’ inductive thinking abilities. This research revealing students’ characteristics and difficulties at each inductive reasoning indicator based on SRL levels within the context of geometric sequences in vocational high schools, as well as providing practical implications for teachers in designing more effective contextual mathematics learning.

The aim of this study is to describe the effectiveness of the use of Cooperative Script model in linear algebra teaching and learning at base of vector space chapter which is viewed by students' mathematical reasoning skill. The type of this research is experimental research. The design of experimental research is pre experimental research. Because of the aim of this study is to determine whether Cooperative Script model can effect in students' mathematical reasoning skill or not, so this study uses one group pretest posttest design. The population in this study is all of Mathematics Educations’ students in UPY and the sample are class in A1 and A2. Sampling technique used simple random sampling technique. The instrument used questions in pretest and posttest test which are to know the scores of students’ mathematical reasoning skill at beginning and the end of teaching and learning process. Data analysis techniques used descriptive statistics analysis and inferential statistics analysis. Descriptive statistics analysis is used to know the mean, mode, and variance of scores. Inferential statistics analysis used normality test and t test. The results showed that the scores which obtaned after learn linear algebra using cooperative script model such as the highest score is 97.90, the lowest score is 48.33, the average score is 78.08, and the standard deviation 13.83. The result of normality test on pretest and posttest score with chi-square test showed that c2 htung < c2 table. This result showed that the all of data in pretest and postest scores are normally distributed with 95% confidence level. The result of t-test showed that H0 is rejected with 95% confidence level. Thus, it can be infered that there is a significant increase in students' mathematical reasoning skills before and after learn with cooperative script model. 83% categorization of students’ mathematical reasoning skill at high and moderat category indicated that cooperative script model effective in terms of students' mathematical reasoning skills.

This research aims to find out: 1) The learning model that produces better mathematical reasoning ability of students, between the Learning Cycle 7E assisted by labyrinth board game and putar bawah game or direct instruction; 2) The level of students' Self-Regulated Learning that produces bettermathematical reasoning skills, between high, moderate, or low levels of Self-Regulated Learning, ; 3) The interaction learning models and students' Self-Regulated Learning. This research is a quasi experimental research with the subject were VIII grade students of JHS 5 Surakarta in the academicyear 2022/2023 school year. The samples use two classes taken by cluster random sampling. Data collection technique were used documentation, tests, and questionnaires. The data analysis technique used a two-way variance analysis 2×3 unequal cells. The results of the analysis showed that: 1) Learning Cycle 7E learning model assisted by labyrinth board game and putar bawah game resulted is better mathematical reasoning ability than direct instruction; 2) Students with high self-regulated learning had better mathematical reasoning ability than low self-regulated learning; 3) There is no interaction between the learning model and students self-regulated learning.

This research will be conducted at Yapim Pandan Private High School. Population is all data that concerns us in a scope and time that we determine. The purpose of this study was to determine the effect of the problem-solving learning approach on students' mathematical reasoning and communication skills on SPLDV material. Where the hypothesis of this study is that there is a significant effect of the problem-solving learning approach on students' mathematical reasoning and communication skills in SPLDV material in class X SMA Swasta Yapim Pandan. To achieve this goal, researchers first conducted a pre-test with the aim of knowing the initial ability of the experimental class (X IPA 1) and the control class (X IPA 2). The results showed that the design of the learning model that had been designed was good to use. By looking at the tcount value, it is concluded that there is a significant effect of the problem solving learning approach on students' mathematical reasoning and communication skills on SPLDV material in Class X SMA Swasta Yapim Pandan T.P 2019/2020. These results indicate that learning mathematics using a problem- solving learning approach is better than the conventional learning model on students' mathematical reasoning and communication skills on SPLDV material in Class X SMA Swasta Yapim Pandan T.P 2019/2020.

Self-regulated learning is one of the growing aspects in the field of educational psychology. It plays a very important role in the academic success of the students. In addition, the failure of self-regulation resulted in academic procrastination. Academic procrastination is recurring behavior of students. The objective of the present study is to find out the levels of self-regulated learning, levels of academic procrastination, and the influence of self-regulated learning on the academic procrastination of the students. The present study was a Descriptive survey and questionnaire-based. The study was performed in the Kamrup (M) colleges of Assam affiliated with Gauhati University. The sample of the present study was 142 college students both boys and girls. The data were collected both offline and online. To run the statistical test, SPSS was used. Z score, percentage, Chi-square, correlation, and regression analyses were performed to test the null hypotheses and find out the objectives. The result indicates that college students are self-regulated learners as all the students fall under the extremely high level of self-regulated learning to average level of self-regulated learning. Again they are also an academic procrastinator. It was also indicated that there is a significant negative correlation between self-regulated learning and academic procrastination. Also, regression analysis indicated that self-regulated learning is a strong predictor of academic procrastination of college students. The level of students' self-regulated learning and academic procrastination must be pointed out in order to ensure the student's academic success.

This study aimed to investigate the effect of a training program based on the trends in international mathematics and science study (TIMSS) on developing the habits of mind and mathematical reasoning skills among pre-service math teachers in Oman. The study sample consisted of 24 female pre-service math teachers divided into two equal groups: experimental and control. The study data was collected by sued the mathematical reasoning test and questionnaire that measured the level of habits of mind after appropriate validity and reliability. The study results showed statistically significant differences between the two study groups in favor of the experimental group in the mathematical reasoning test and the habits of mind scale. The study recommended that the need for pre-service math teachers to use programs based on international studies such as TIMSS, PISA, PIRLS, and TAILS; this was done to prove their effectiveness in developing the levels of habits of mind and mathematical reasoning skills by subjecting them to training programs, courses, and workshops with the aim of training teachers to implement the training programs effectively.

Mathematical reasoning skills are an important aspect of mathematics learning that supports students in understanding concepts deeply and logically. With the development of technology, the use of interactive learning media such as Geogebra has become a promising alternative to improve the quality of learning. This study aims to analyze the effect of Geogebra-assisted learning on students' mathematical reasoning skills through a meta-analysis approach. The method used is a Systematic Literature Review (SLR) guided by the PRISMA guidelines, covering publications from 2015 to 2025 that meet specific inclusion criteria. The analysis of seven research articles revealed that six of them showed a large to very large effect on improving mathematical reasoning skills, while one article showed a small effect. These findings reinforce the conclusion that Geogebra is generally effective in supporting the development of students' mathematical reasoning skills and is worthy of being part of mathematics learning strategies in the digital age.

Students' ability to solve mathematical adaptive reasoning problems is still relatively low. As a result, students have difficulty in solving mathematical adaptive reasoning problems. The cause of the low mathematical adaptive reasoning ability of students is the lack of learning tools that facilitate mathematical adaptive reasoning ability. Therefore, a Collaborative Problem Solving-based tool was developed that can stimulate an active learning process, motivate students and improve mathematical adaptive reasoning skills. This research is a development research using the Plomp development model. The products developed are lesson plans and worksheets based on Collaborative Problem Solving for class VIII junior high school statistics material. The purpose of this research is to produce Collaborative Problem Solving-based tools that are valid, practical, and effective on the mathematical adaptive reasoning skills of grade VIII junior high school students. The results showed that the learning tools in the form of lesson plans and LKS based on Collaborative Problem Solving for students in grade VIII junior high school were valid, practical, and effective. The results of the validation of the learning tools developed are very valid, adjusting 5 indicators of mathematical adaptive reasoning skills seen from the aspects of making conjectures, providing reasons for the answers given, drawing conclusions from a statement, checking the validity of an argument, and finding patterns from a mathematical problem. The results of the practicality of learning devices are very practical in terms of ease of use, suitability of time allocation, attractiveness and usefulness. Furthermore, it is said to be effective because it has an impact on students' mathematical adaptive reasoning ability of 82.70% with a very good category.

Increasingly rapid global developments raise complex problems that require effective and innovative solutions. Mathematical reasoning is the key to solving the problem. But on the other hand, learning in schools is still a lot of conventional learning and the development of the students' mathematical reasoning skills is not optimal. The aim of this study was to explore the effectiveness of using mind map-based learning methods that were judged to be effective in developing mathematical reasoning skills. With a qualitative approach to literature studies, research results were obtained which showed that the method of mind mapping had a significant influence on the mathematical reasoning ability of the students. Library study sources are derived from previous research that had the same focus of study. Library reviews are used to analyze several studies related to the use of mind mapping-based learning methods and their influence on mathematical reasoning capabilities. This research is expected to provide an understanding of the importance of developing mathematical reasoning skills to form intelligent and critical generations

Students need to have good mathematical reasoning skills when learning integer material. The utilization of video media and collaborative learning through the PMRI technique can be used in learning activities to improve mathematical reasoning skills. This study aims to determine mathematical reasoning skills after implementing the learning process using video media with the PMRI approach and collaborative learning integer material for class VII students. This study is descriptive research in which participants are pupils in class VII SMP Srijaya Negara Palembang has 23 students (10 females and 13 males). This study consisted of two meetings. The first meeting focused on the learning process using video material with PMRI and collaborative learning. The second meeting was used to test the results. This study employs observational data gathering techniques, written tests, interviews, and descriptive data analysis approaches. The findings of a study are combining video media and the PMRI technique and collaborative learning on integer subjects in class VII. The skills of students in class VII to reason mathematically was discovered. On the subject of excellent integers, SMP Srijaya Negara Palembang students scored an average of 69.61. The sign of creating assumptions appears to be the most frequent in this study, while the indicator of concluding appears to be the least frequent. Students' mathematical thinking skills can be improved by using video media in conjunction with PMRI and Collaborative Learning during the learning process.

Penelitian ini bertujuan untuk menggambarkan kemampuan penalaran matematis siswa ketika dievaluasi menggunakan model pembelajaran Creative Problem Solving (CPS) yang efektif. Selain itu, tujuan penelitian ini adalah memberikan panduan kepada guru untuk menerapkan model pembelajaran CPS dalam proses mengajar di kelas, karena penelitian ini telah membuktikan bahwa penerapan model pembelajaran CPS dapat meningkatkan kemampuan penalaran matematis siswa secara signifikan. Lokasi penelitian ini dilakukan di SMPN 5 Kota Serang. Subjek penelitian ini terdiri dari 25 siswa kelas 3 SMPN 5 Kota Serang. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Instrumen yang digunakan dalam penelitian ini adalah tes dan angket. Siswa menjawab serangkaian soal yang diberikan oleh peneliti. Tes dilakukan untuk mengukur kemampuan penalaran matematis siswa. Hasil tes kemudian dianalisis dan dikalkulasikan berdasarkan rubrik penilaian yang telah disusun oleh peneliti. Skor yang diperoleh siswa diubah menjadi skala angka dari 0 hingga 100. Selanjutnya, siswa mengisi angket yang disediakan oleh peneliti. Hasil penelitian menunjukkan bahwa: 1) 5 siswa dengan kemampuan penalaran matematis yang dievaluasi menggunakan model CPS tinggi berada pada kategori tinggi, 2) 16 siswa dengan kemampuan penalaran matematis yang dievaluasi menggunakan model CPS sedang berada pada kategori sedang, dan 3) 4 siswa dengan kemampuan penalaran matematis yang dievaluasi menggunakan model CPS rendah berada pada kategori rendah. Kata Kunci: Creative Problem Solving (CPS), Kemampuan Penalaran Matematis, Persamaan dan Fungsi Kuadrat

This study aimed to investigate the effect of flipped learning (FL) 3.0 and self-regulated learning (SRL) on the speaking performance of twelfth-grade students in Buleleng. This study was experimental study that focused on Quasi-Experimental design. The sample was 63 students that classified into the control and experimental class through random sampling to the intact groups. Data were collected from the speaking performance score and questionnaires. The results showed that significant difference of students speaking performance taught by FL 3.0 and conventional method was 0.048, means that it was significant. Students' speaking performance difference who has low and high SRL was 0.568, means that it was not significant. The interaction effect of FL 3.0 and SRL was 0.790, means that they had no interaction effect. FL 3.0 could be used in teaching speaking because it had significant effect on students' speaking performance even though the students have high or low SRL.

It is empirically known that metacognitive skill contributes to self-regulated learning. This study aims to describe students’ metacognitive skills in three levels of self-regulated learning, particularly in solving problems of a two-variable linear equation system. Three indicators were used in metacognition skills, namely planning indicators, monitoring indicators, and evaluation indicators. Employing a descriptive qualitative approach, this study involved All students of grade VIII A of the academic year 2021/2022 from a state junior school as subjects involving each category for high, medium, and low self-regulated learning. The data were collected using questionnaires, tests, interviews, documentation, and observation. A triangulation method, The data were then analyzed through condensation, data presentation, and drawing conclusions. is the current study found that high learning students used their metacognitive skills well and met three indicators, namely planning indicators, monitoring indicators, and evaluation indicators. Students with moderate self-regulated learning were able to meet two indicators, including planning indicators and monitoring indicators, while those with low self-regulated learning only met planning indicators.

This study aims to identify student learner profiles based on a combination of prior knowledge and Self-Regulated Learning (SRL) levels and to analyze the differential impact of an adaptive learning module on knowledge and SRL improvement in each profile. Using a mixed-methods explanatory sequential design, 92 undergraduate physics education students were selected through purposive sampling. K-Means cluster analysis was applied to form learner profiles, followed by a six-week pre–post intervention and qualitative interviews. The results identified three learner profiles (Proficient-Autonomous Learner, Resilient-Developing Learner, and Proficient-Fragile Achiever). The result showed that the adaptive module significantly improved Results showed significant knowledge gains across profiles, while SRL improvements differed significantly. The Proficient–Fragile Achiever group demonstrated the largest SRL gain (p < .001; large effect size, d > 0.80), associated with more frequent scaffolding support. In conclusion, the effectiveness of adaptive modules is highly dependent on learner profiles, with the most significant benefits in their ability to provide external support for building self-regulation skills. These findings imply that learning technology design should incorporate SRL as a key variable for personalization, and institutions can utilize these platforms as intervention tools for students with weak learning independence.

The purpose of this study was conducted to determine the effect of Problem Based Learning aided interactive learning media on the ability of understanding the concepts, communication skills and mathematical reasoning abilities in the class X IPS MAN 1 City of Bengkulu. This research is quasi experiment research. The data collection is done by using a test sheet reasoning ability, the ability of understanding the concept and communicationskills. The results showed that the influences of the problem based learning model of interactive learning media aided the understanding of the concept of mathematical ability of students by 34.8%. There is the influence of problem based learning model of media-aided interactive learning to students' mathematical communication skills by 45,2 %. There is the influence of problem based learning model of media-aided interactive learning to students' mathematical reasoning abilities by 45%. There is a problem based learning model of the effect on the ability of students' mathematical reasoning by 42,5%. There is a model of the effect of problem based learning to the students' mathematical communication skills by 25.8%. There is a problem based learning model of the effect on the ability of students' understanding of mathematical concepts by 22.5%. There is the influence of the application of conventional learning aided interactive learning media on mathematical communication skills by 15,78 %. Effect of the application of conventional learning aided interactive learning media on mathematical reasoning skills was 24,89 %. Effect of the application of conventional learning aided interactive learning media on mathematical understanding the concepts was 16,74%. Keywords: problem based learning, interactive learning media, mathematical communication, understanding the concept, mathematical reasoning.