Android-Based Mathematics Learning Media Assisted by Smart Apps Creator on Self-Regulated Learning Title

본 연구의 목적은 일반가정 학생, 국제결혼가정 학생, 외국인가정 학생의 자기 조절학습능력을 비교하고 가정유형에 따른 자기조절학습능력의 차이와 성별과 학년이 자기조절학습능력에 미치는 효과를 살펴보는데 있다. 본 연구의 연구대상자는 일반가정 학생 105명, 국제결혼가정 학생 86명, 외국인가정 학생 43명, 총 234명의 학생들로 구성되었고 이들에게 다문화가정 초등학생의 수준에 맞도록 수정된 자기조절학습능력 검사를 실시하였다. 연구결과는 다음과 같다. 첫째, 자기조절학습능력은 일반가정 학생, 국제결혼가정 학생, 외국인가정 학생 순으로 높게 나타났고 일반가정 학생의 자기조절학습능력은 외국인가정 학생과 비교해 유의하게 높게 나타났다. 둘째, 일반가정 학생, 국제결혼가정 학생, 외국인가정 학생, 모두 여학생의 자기조절학습능력이 남학생과 비교해 높았지만 성별에 따른 주효과는 일반가정 학생의 경우에만 나타났고 학년에 따른 주효과도 일반가정 학생의 경우에만 나타났다. 셋째, 성별과 학년에 따른 상호작용 효과는 일반가정 학생, 국제결혼가정 학생, 외국인가정 학생 모두에서 나타나지 않았다. 그러나 가정 유형에 따라 학년에 따른 자기조절학습능력의 변화양상은 다르게 나타났다. 이러한 결과를 바탕으로 자기조절학습능력을 다문화가정 학생의 학습문제 진단과 학습향상에 적용하는 것에 대해 논의하였고 이에 따른 후속연구를 제안하였다.This study examined the differences in self-regulated learning of students from Korean families, international marriage families, and foreign families, and the effects of sex and grades. The subjects of this study consist of 105 students from Korean families, 86 from international marriage families, and 43 students from foreign families, a total of 234 students. The results are as follows. First, self-regulated learning of students were high in the following order, those from Korean families, international marriage families, foreign families. Second, self-regulated learning of female students were higher than those of male students regardless of the types of families, but the main effect of sex was on only Korean families. Third, the main effect of grade was on Korean families, and self-regulated learning of students were varying depending on their grades and the trends of variation were different depending on the types of families. This study reveals the differences in self-regulated learning of students from Korean families, international marriage families, and foreign families, and it suggests that self-regulated learning of students of multicultural families can be used to diagnose their learning and applied to develop learning programs for students of multicultural families.

Communication skills self-regulated learning mathematics are needed. Mathematical communication is a higher-order thinking skill about math ideas, either oral or written. Meanwhile, self-regulated learning is one's ability to manage oneself in learning, can measure the level of achievement, and determine follow-up if it increases failure. In fact, communication skills and self-regulated learning mathematics of the students are still low. One effort to improve the students' communication skills and self-regulated learning is by using the guided discovery method in the mathematics learning process. The purpose of this study is to describe the improvement of communication and self-regulated learning of students' mathematics learning by using the guided discovery method in learning mathematics. This research is a kind of classroom action research. The subjects of the study were students of class X. IS3 of SMA Negeri 2 Sungai Limau, Sungai Limau District. The technique of collecting data through observation, tests, field notes, and documentation. Data analysis techniques include data reduction, data presentation and conclusions. The results showed an increase in communication skills seen from: the average communication skills of participants reached 60, in the first cycle increased up to 65.30, and in the second cycle also increased up to 70.50. While the increase in mathematics self-regulated learning of the participants can be seen from: the average level of mathematics self-regulated learning of students in class X. IS.3, which early only 65.9% in the sufficient category, in the first cycle it rise up to 69.8% still in the sufficient category, and in the second cycle rise up to 74.35% with a good category. Based on the description above, concluded that the application of guided discovery methods improves the students' communication skills and self-regulated learning in mathematics.

<span lang="EN-US">Students who cannot manage their learning independently other than in class will have an impact on their learning in class. Problems related to student self-regulated learning can be seen in the presence of students who forget to deliver assignments and students who have never reviewed the economics subject matter that has been taught. Based on preliminary observations, it is known that in MAN 3 Pekanbaru City there is no learning media that can support students to carry out self-regulated learning. Learning media that is only guided by textbooks is currently one of the learning methods that are not very effective for increasing self-regulated learning. This study aims to produce a valid and practical website-based learning media in economics subject at MAN 3 Pekanbaru so that it can effectively improve students' self-regulated learning. The development of website-based learning media is carried out using a 4-D model, namely define, design, develop, and disseminate. Data analysis was carried out descriptively and tested the effectiveness using paired sample t-test. The results of this study found that (1) the development of website-based learning media on material needs and scarcity was carried out using the 4-D model, namely (a) the defining stage (define) by conducting preliminary analysis, student analysis, task analysis, concept analysis, and analysis learning objectives; (b) the design stage by making flowcharts and storyboards and product design; (c) the development stage by validating two material experts and two media experts, then conducting a limited trial of 30 students and a wide-scale test on 36 class X students at MAN 3 Pekanbaru; (2) The validation rate of Website-based learning media in economics subjects at MAN 3 Pekanbaru is around 80% - 85%, which means that website-based learning media is very feasible and has very high validity; (3) the level of practicality of developing web-based learning media in economics subjects at MAN 3 Pekanbaru, namely teacher responses: very practical (88.67%), and student responses: very practical (87.90%); (4) the application of website-based learning media in economics subjects at MAN 3 Pekanbaru is effective in increasing student self-regulated learning</span>

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 study aims to measure the effect of learning motivation on self regulated learning in the students of School Teacher Education who study remotely at the UPBJJ Samarinda Open University. This study used the Assessing Academic Self Regulated Learning Measurement Scale and the Learning Motivation Measurement Scale. This study involved 56 male students respondents and 236 female students respondent. Determination of the sample using proportional random sampling technique. The research data were analyzed using simple regression analysis techniques. The result revealed that the effect of learning motivation on self regulated learning shows that there is a positive effect of learning motivation on the self-regulated learning in students of School Teacher Education by a value of 𝑅2 41,1% with a significance value of 0,000 (P <0,05). This study recommends the importance of increasing learning motivation in students of School Teacher Education which can increase self regulated learning particularly in distance learning program.

This a quasi-experimental research is to show the enhancement mathematical reasoning ability and self-regulated learning of students as impacts of the implementation of guided discovery instruction on mathematics learning. Subject of this research is 61 students at grade X SMAN 10 Yogyakarta were divided into two classes. From the two classes, one class are chosen as experimental class and given guided discovery instruction treatment, while other class are chosen as control class and given the conventional learning treatment. Instruments used in this research are mathematical reasoning ability test, prior ability of mathematics test, and self-regulated learning scale. Conclusions of this research are enhancement of mathematical reasoning ability and self-regulated learning of students that given guided discovery instruction treatment is better than students with conventional learning, there was an interaction between the instructional category and the prior ability of mathematics on enhancement of mathematical reasoning ability and self-regulated learning. Keyword : guided discovery, kemampuan penalaran matematis, Self-Regulated Learning, kemampuan awal matematika

One of the BK's teacher roles at school is optimize the learning result of student. Self regulated learning (SRL) and locus of control (LOC) are the factors that greatly influencethe learning result of student. This research is based on inconsistency research innovating about SRL and LOC ofmen and women from all kind of the cultures in Indonesia. The goals of this research are: (1) to describe SRL and LOC (2) to examine the differences of SRL and LOC of the students based on sex and cultural background.This research is quantitative descriptive and comparative. The populations are student at SMAN 1 Batusangkarand at SMAN 1 Balige(2015-2016). The sample were taken by using random sampling technique, the total of the sample is 350 students. Data were analyzed by percentage and MANOVAtechnique.The result of this research show that (1) SRL are quite good and LOC is belong to internalization (2) there is no significant difference of students who have Minangkabau and Batak , there are significant difference on SRL of male and female students in Minangkabau, and LOC there is not difference, there are significant differences in SRL of male and female students in Batak, and LOC is no difference, there are no significant differences on men and women in Minangkabau and Batak . The implications of the results of this research can be used as input to create a program of guidance and counseling services, especially in the development of learning.

Self-regulated learning is an essential aspect for students so that these students can organize and carry out learning activities independently. Self-regulated learning of students during the pandemic has a low average level. Self-regulated affects student achievement. The higher the level of student self-regulated learning, the better the achievement, and vice versa. This study aims to determine the differences and improvement of student self-regulated learning in applying the flex-type blended learning model assisted by Google Classroom. The method in this study uses quantitative methods with an experimental approach. Data collection was carried out through questionnaires and pretest-posttest as supporting data. The study's results showed differences in self-regulated learning before and after applying the flex-type blended learning model assisted by Google Classroom. This is evidenced by the results of the t-test on self-regulated learning, which shows significant differences. Then calculate the increase in self-regulated learning using N-Gain. In self-regulated learning, an N-Gain score of 0.323 is obtained, which means it is included in the medium category. Then to see the effect of self-regulated learning on student achievement, an N-Gain test was carried out on the pretest and post-test scores with a score of 0.436, which means it is included in the moderate category. From these results, it can be concluded that the increase in self-regulated learning is directly proportional to the rise in student achievement.

Education 4.0 emphasizes the use of hybrid approaches in the learning process. The use of peeragogy, heutagogy, and cybergogy may engage students in the learning processes in which active learning plays a key role. This study aimed to examine the effect of the implementation of the Merdeka Curriculum on active learning practices and their relationships with hybrid activities based on hybrid learning approaches, and active learning counterparts of (1) self-regulated learning: (2) self-directed learning, and (3) self-determined learning. These relationships will be examined in Indonesian curriculum implementation in which student-centered principles are emphasized. A cross-sectional survey was conducted by collecting responses of vocational high school students on survey. The digital questionnaire was sent to 600 Indonesian students, of whom 555 completed it. The relationships among the constructs were examined using a structural equation modeling. The results showed that a curriculum emphasizing student-centered principles was fully mediated by active learning and hybrid activities to promote student self-regulated learning (SRL), self-determined learning (SDET), and self-directed learning (SDL). Active learning and hybrid activities directly affect students’ SRL, SDET, and SDL, Three counterparts of active learning that form important parts of long-life learning. This model indicates that Indonesian curriculum implementation may encourage active learning and indirectly increase learner engagement, autonomy, and metacognitive development.

This study aims to assess the improvement of mathematical communication skills and self-regulated learning in students who engage in Edmodo-based blended learning models. This research employed a quasi-experimental method. The study involved students from the first grade of high school, comprising 32 students from class MIPA 7 and 32 students from class MIPA 8. The instruments used included a test and a questionnaire. The data analysis utilized the t-test through SPSS 25.0 for Windows, specifically the Independent Sample T-test. The results indicated that 1) overall, Edmodo-based blended learning models is effective in improving students mathematical communication skills and self-regulated learning; 2) In the KAM category (high), Edmodo-based blended learning models are effective in improving students self-regulated learning; 3) The effectiveness of Edmodo-based blended learning models for students’ mathematical communication abilities is classified into medium categories. Edmodo-based blended learning has implications for teacher activeness by using technology in education and promotes student self-reliance in the learning process. Keywords: blended learning, emodo, mathematical communication skills, self-regulated learning

This study is aimed to find out the relationship between academic optimism of teachers and selfregulated learning of students. This study utilized the non-experimental quantitative research design using descriptive technique involving teachers in Davao Occidental Division, Philippines. The study was conducted on the second semester of School Year 2023-2024. Research instruments on academic optimism of teachers and selfregulated learning of students were used as source of data. Using mean and pearson-r as statistical tools to treat the data, the study showed the following results: the study found to exhibit a high level of academic optimism of teachers of school heads. This means that the provisions relating to academic optimism of teachers embodied in the item is often manifested. The study revealed a high level of self-regulated learning of students. This indicates that the provisions relating to self-regulated learning of students embodied in the item is often manifested. The results of the study also confirm that there is a significant relationship between academic optimism of teachers and self-regulated learning of students. This implies that the higher the academic optimism of teachers, the higher is the self-regulated learning of students of students. Thus, the null hypothesis of no significant relationship between academic optimism of teachers and self-regulated learning of students was rejected.

This study aims to determine the difference between Higher Order Thinking Skills (HOTS) and Students Self Regulated Learning (SRL) before and after using e-module based on the 7E (elicit, engage, explore, explain, elaborate, evaluate, and extend) learning cycle on the buffer solution material, and to determine the percentage of its effectiveness. The research use a quasi experiment with one-group pretest-posttest design. The subjects of this research were students of natural science 11th grade in one of senior high schools in Yogyakarta. The instrument used were test in the form of HOTS pretest-posttest description question and non-test in the form of self-regulated learning questionnaire. The data analysis technique used is Hotteling's T2 test. The results showed that the significance value was 0.000 < = 0.05, then H0 was rejected. There were differences in students' HOTS and SRL before and after using e-module based on the 7E learning cycle. The effectiveness of using e-module show by HOTS and SRL simultaneously (36.8%), HOTS (25.2%), and SRL (20.5%).

The study aimed to determine the effect of flipped classroom modified Teams Games Tournament (TGT) on mathematics problem-solving skills in terms of self-regulated learning in students. This research is a type of quantitative research with the quasi-experimental method. The population in this study came from Krunjo State Elementary School, Tangerang Regency. The research sample came from two classes, namely class III A (experimental class) and class III B (control class), totaling 46 students. The sampling technique was cluster sampling. Data analysis is quantitative statistical analysis with the Two Way Anova test with the help of the JAMOVI application. The results of this study showed: 1) there is an effect of flipped classroom learning modified Team Games Tournament (TGT) on students' math problem-solving can be seen from the results of Two Way Anova p-value < α, namely the value of 0. 006 < 0.05; 2) There is a significant interaction between students who learn with flipped classroom modified Team Games Tournament (TGT) on students' mathematical problem-solving ability can be seen from the p-value < α, namely the value of 0.045 < 0.05. 3) There is a difference between students who learn with flipped classroom modified Team Games Tournament (TGT) in terms of high self-regulated learning can be seen from the value of p- tukey> α or 0. 023 < 0.05.

This study aims to develop self-regulated learning of Industrial Engineering students through Minitab software-based teaching materials. This is done because there is no Minitab software-based instructional material to develop student self-regulated learning. The importance of self-regulated learning in students has developed instructional materials for instructional materials that are able to develop student self-regulated learning. The products of this study produce instructional materials in the form of student worksheets. The research method uses 4D development, namely: 1) Define, develop problem analysis and potential, 2) Design, make the initial product (prototype) product design tailored to existing needs and potential, 3) Development, in two stages: expert appraisal and developmental testing, 4) Disseminate, do validation testing. After expert trials, instructional materials were in the decent category (80%) and could be used as teaching materials for supporting lectures.

This study aims to describe creative thinking skills and self-regulated learning of pre-service teachers who participated in Hybrid-PjBL learning activities. The research design used a single-case study (one-shot case study). This study used quantitative descriptive with data in the form of a creative thinking scale, creative thinking ability tests, and self-regulated learning questionnaires. Data analysis used descriptive statistics. The results showed that the application of Hybrid-PjBL to students’ creativity had a very high category; students’ creative thinking abilities had a high category, with the construct of students’ creative thinking abilities comes from innovative factors; and self-regulated learning students had a positive attitude. This indicates that the Hybrid-PjBL learning model can develop students’ creative thinking skills and self-regulated learning with satisfactory results. This study contributes to the study of literature as an alternative learning model relevant to the demands of the twenty-first-century scheme.