The profile of students’ self-regulated learning in online mathematics learning

数学的实践与认识 Pub Date : 2022-01-01 DOI:10.1063/5.0108410

Latifa Permatasari Fahmad, Kana Hidayati

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Abstract

Online learning has been carried out in almost all schools in Indonesia. The executed implementation of online learning seems to have been sudden, and perhaps with minimal preparation, needs attention. This is because the COVID-19 pandemic required teaching and learning activities to be performed online to prevent the broader spread of COVID-19. Self-Regulated Learning (SRL) is an essential ability in implementing online learning, one of which is online mathematics learning. This study aimed to describe how the SRL profile of senior high school students in online mathematics learning. The study subjects were 138 high school students aged 16-18 in.4 high schools in Rejang Lebong who have received online mathematics learning. The data were collected through 5-point Likert-type scale instruments and interviews. The result showed that (1) the level of students' SRL in online mathematics learning was mostly moderate and low, (2) the percentages of students who have a very low, low, moderate, high, and very high SRL level in online mathematics learning are 1%, 27.5%, 61.5%, 10%, and 0%, and (3) the percentage of some SRL indicators such as self-motivation, time-management, and task strategies, were still below 60% each. © 2022 Author(s).

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在线数学学习中学生自主学习的概况

印度尼西亚几乎所有的学校都开展了在线学习。在线学习的实施似乎是突然的，也许没有什么准备，需要注意。这是因为COVID-19大流行要求在线进行教学活动，以防止COVID-19的更广泛传播。自我调节学习(SRL)是实现在线学习的必要能力，在线数学学习就是其中之一。本研究旨在探讨高中生在线数学学习的SRL特征。研究对象是138名年龄在16-18岁之间的高中生。reang Lebong的4所高中接受了在线数学学习。数据收集采用李克特5点量表和访谈法。结果表明:(1)学生在网络数学学习中的自主学习能力水平以中等和低水平为主;(2)学生在网络数学学习中的自主学习能力水平极低、低、中、高和极高的比例分别为1%、27.5%、61.5%、10%和0%;(3)自我激励、时间管理和任务策略等自主学习能力指标的比例仍低于60%。©2022作者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

数学的实践与认识

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