Mathematical reasoning and self-regulated learning differences by using mathematical literacy-based e-module
This research is motivated by the low level of students' mathematical reasoning abilities related to self-regulated learning. Several aspects that can support it include an e-module and mathematical literacy. Based on this problem, this research aims to describe students' mathematical reas...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | Indonesian |
| Published: |
Universitas Hamzanwadi
2024-05-01
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| Series: | Jurnal Elemen |
| Subjects: | |
| Online Access: | https://e-journal.hamzanwadi.ac.id/index.php/jel/article/view/23989 |
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| Summary: | This research is motivated by the low level of students' mathematical reasoning abilities related to self-regulated learning. Several aspects that can support it include an e-module and mathematical literacy. Based on this problem, this research aims to describe students' mathematical reasoning abilities reviewed through self-regulated learning, specifically through a mathematical literacy-based e-module. The method used in this research is descriptive with a qualitative approach. The research participants were 32 8th-graders in one of the junior high schools in Palembang. Meanwhile, the research sample consisted of 4 students, consisting of 2 students with a high level of self-regulated learning and 2 students with a moderate level of self-regulated learning. Data collection techniques used were tests, questionnaires, and interviews. The research results showed that students with high levels of self-regulated learning also have a high level of mathematical reasoning ability by showing 3 out of 3 mathematical reasoning ability indicators. Meanwhile, students with moderate levels of self-regulated learning also have moderate mathematical reasoning ability, as shown by two of the 3 mathematical reasoning ability indicators. |
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| ISSN: | 2442-4226 |