Asosiasi Kemandirian Belajar dengan Kemampuan Representasi dan Koneksi Matematis pada Kalkulus Integral

Abstract

Students still have difficulty in solving problems related to questions on integral calculus material. Students seem to have not been able to relate the ability of mathematical representation to the ability of mathematical connections in the material. Self-regulated learning is closely related to the achievement of mathematical representation and connection abilities. This is indicated by the results of several studies which conclude that self-regulated learning has an influence on the achievement of students' mathematical representation and connection abilities. The purpose of this study was to see the significance of student learning independence with mathematical representation and connection skills in integral calculus courses. The research method used in this study is the Quantitative Method. The quasi-experimental research design used in this study was in the form of "Posttest Only Group Design" which involved 22 students. The data collection technique was carried out by collecting data based on the connection ability test and mathematical representation, and self-regulated learning questionnaire. The data analysis technique used descriptive statistics and contingency association test. The result is that there is no significant association between representational ability and mathematical connection, there is a significant association between self-regulated learning and students' mathematical representation ability, and there is a significant association between self-reguated learning and students' mathematical connection ability.