Self-Regulated Learning and Mathematical Anxiety in Relation to Critical Thinking Ability
Mathematics has a significant positive impact on the advancement of science and technology, as well as the development of information and communication technologies. The purpose of this research is to investigate the relationship between self-regulated learning and mathematical anxiety in relatio...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universitas Lancang Kuning
2024-08-01
|
| Series: | Lectura: Jurnal Pendidikan |
| Subjects: | |
| Online Access: | https://journal.unilak.ac.id/index.php/lectura/article/view/20571 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850177719704223744 |
|---|---|
| author | Fitri Yani Asih Miatun |
| author_facet | Fitri Yani Asih Miatun |
| author_sort | Fitri Yani |
| collection | DOAJ |
| description | Mathematics has a significant positive impact on the advancement of science and technology, as well as the development of information and communication technologies.
The purpose of this research is to investigate the relationship between self-regulated learning and mathematical anxiety in relation to students’ critical thinking ability. This research was a quantitative analysis using a correlational method. This research’s population encompassed 252 high scholars of a senior high school in Jakarta. The sample was recruited using the cluster random sampling technique, comprised 155 students. This study used a critical thinking ability test, along with non-test instruments including self-regulated learning and mathematical anxiety questionnaires. Multiple linear regression tests were performed in data analysis techniques by calculating the coefficients of determination and conducting hypothesis tests using F and T tests. The coefficient of determination output revealed that critical thinking ability was influenced by self-regulated learning and mathematical anxiety by 25.3%. The hypothesis testing outcomes using the F-test denoted a simultaneous influence of self-regulated learning and mathematical anxiety on learners’ critical thinking ability. However, the partial hypothesis testing using the T-test indicated no relationship between students’ critical thinking ability and self-regulated learning. At last, the T-test revealed a negative relationship between students’ critical thinking ability and mathematical anxiety. |
| format | Article |
| id | doaj-art-e8d6abcda71a48bcb97b8249a3904a54 |
| institution | OA Journals |
| issn | 2086-4876 2549-063X |
| language | English |
| publishDate | 2024-08-01 |
| publisher | Universitas Lancang Kuning |
| record_format | Article |
| series | Lectura: Jurnal Pendidikan |
| spelling | doaj-art-e8d6abcda71a48bcb97b8249a3904a542025-08-20T02:18:55ZengUniversitas Lancang KuningLectura: Jurnal Pendidikan2086-48762549-063X2024-08-0115247048310.31849/lectura.v15i2.2057120571Self-Regulated Learning and Mathematical Anxiety in Relation to Critical Thinking AbilityFitri Yani0Asih Miatun1Universitas Muhammadiyah Prof. Dr. HamkaUniversitas Muhammadiyah Prof. Dr. HamkaMathematics has a significant positive impact on the advancement of science and technology, as well as the development of information and communication technologies. The purpose of this research is to investigate the relationship between self-regulated learning and mathematical anxiety in relation to students’ critical thinking ability. This research was a quantitative analysis using a correlational method. This research’s population encompassed 252 high scholars of a senior high school in Jakarta. The sample was recruited using the cluster random sampling technique, comprised 155 students. This study used a critical thinking ability test, along with non-test instruments including self-regulated learning and mathematical anxiety questionnaires. Multiple linear regression tests were performed in data analysis techniques by calculating the coefficients of determination and conducting hypothesis tests using F and T tests. The coefficient of determination output revealed that critical thinking ability was influenced by self-regulated learning and mathematical anxiety by 25.3%. The hypothesis testing outcomes using the F-test denoted a simultaneous influence of self-regulated learning and mathematical anxiety on learners’ critical thinking ability. However, the partial hypothesis testing using the T-test indicated no relationship between students’ critical thinking ability and self-regulated learning. At last, the T-test revealed a negative relationship between students’ critical thinking ability and mathematical anxiety.https://journal.unilak.ac.id/index.php/lectura/article/view/20571self-regulated learningmathematicscritical thinking |
| spellingShingle | Fitri Yani Asih Miatun Self-Regulated Learning and Mathematical Anxiety in Relation to Critical Thinking Ability Lectura: Jurnal Pendidikan self-regulated learning mathematics critical thinking |
| title | Self-Regulated Learning and Mathematical Anxiety in Relation to Critical Thinking Ability |
| title_full | Self-Regulated Learning and Mathematical Anxiety in Relation to Critical Thinking Ability |
| title_fullStr | Self-Regulated Learning and Mathematical Anxiety in Relation to Critical Thinking Ability |
| title_full_unstemmed | Self-Regulated Learning and Mathematical Anxiety in Relation to Critical Thinking Ability |
| title_short | Self-Regulated Learning and Mathematical Anxiety in Relation to Critical Thinking Ability |
| title_sort | self regulated learning and mathematical anxiety in relation to critical thinking ability |
| topic | self-regulated learning mathematics critical thinking |
| url | https://journal.unilak.ac.id/index.php/lectura/article/view/20571 |
| work_keys_str_mv | AT fitriyani selfregulatedlearningandmathematicalanxietyinrelationtocriticalthinkingability AT asihmiatun selfregulatedlearningandmathematicalanxietyinrelationtocriticalthinkingability |