Self-Regulated Learning Strategy Based on Problem Solving to Improve The Learners’ Learning Outcome

Santi Eka Ambaryani, Winarti Winarti

Abstract


Self-regulated learning is an effort to manage an individual’s learning. This research aims to 1) determine the strategy of self-regulated learning (SRL) based on problem-solving toward the learners’ learning outcomes and 2) determine the learning outcome improvement of the learners in learning by using the SRL based-problem solving. This research is quantitative research with quasi-experimental type and pretest-posttest control group design. The sampling technique was purposive sampling.  The research population covered all in Senior High School (SMA 5) Yogyakarta. The samples were from the tenth graders of Mathematics and Science Program 3 as the control group and Mathematics and Science Program 1 as the experimental group. The data collection methods consisted of test and non-test. The analysis result were, the hypothesis test showed that the applied strategy influenced the learners’ learning outcomes and the learners’ learning outcomes had improvements with the N-gain average score of 0.590, categorized moderate.

Keywords: Problem-Solving, Self-Regulated Learning Strategy, Simple Harmonic Motion

DOI: http://dx.doi.org/10.23960/jpf.v9.n1.202106


Full Text:

PDF

References


Ade Tegar Saputra, d. (08 (1) (2019) 89-9). Problem Solving Approach Multiple Representations Of Qualitative And Quantitative Problems In Kinematics Motion. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi 08 (1) (2019) 89-9.

Adholphus T, A. J. (2013). The Effects of Collaborative Learning on Problem Solving Abilities among Senior Secondary School Physics Students in Simple Harmonic Motion. Journal Education and Practice, Vol 25 No 4, 1-5.

Ahmad, S. (2013). Teori Belajar dan Pembelajaran Di Sekolah Dasar. Jakarta: Kencana Prenadamedia Group.

Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and psychological measurement. 1-5.

Anggo, M. (2011). Pelibatan Metakognisi Dalam Pemecahan Masalah Matematika. Jurnal Edumatica Volume 01 Nomor 01, April 2011 ISSN: 2088-2157.

Blakey, E., & Spence, S. (1990). Developing metacognition. ERIC Clearinghouse on Information and Technology.

Bransford, J. A. (1993). The IDEAL Problem Solver: A Guide for Improving Thinking, Learning, and Creativity (2nd ed). New York: W.H. Freeman.

Chairani, Z. (2013). Aktivitas Metakognisi Sebagai Salah Satu Alat Untuk Meningkatkan Kemampuan Siswa Dalam Pemecahan Masalah Matematika. KNPM V, Himpunan Matematika Indonesia, 1-8.

Gagne. (2004). The Condition of Learning Third Edition. The United State of America.

Helda Yanti, d. (06 (2) (2017) 241-246). Profile Of Senior High School Metacognitive Ability In Solving Problems Of Abstract On Physics Material. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi .

Hertanti, S. r. (2020). Students' Metacognitive Awareness and Physics Problem Solving ability. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, Volume 9. Issue 2. 207-215.

Iskandar, S. M. (2014). Pendekatan Keterampilan Metakognitif Dalam Pembelajaran Sains Di Kelas. ERUDIO, Vol 2, No. 2, Desember. ISSN:2302-9021, 1-7.

Lee, M. A. (2006). Designing Metacognitive Maps for Web-Based Learning. Educational Technology & Society, 344-348.

Lestari, N. A., Widada, W., & Zamzaili. (2017). Pengaruh Strategi Pembelajaran Self Regulated Learning In Mathematics Berbasis Pemecahan Masalah Terhadap Kemampuan Metakognitif Siswa Di Sma Negeri 2 Bengkulu . Jurnal Pendidikan Matematika Raflesia , 1-10.

Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018). What Are the Effects of Self-Regulation Phases and Strategies for Chinese Students? A Meta-Analysis of Two Decades Research of the Association Between Self-Regulation and Academic Performance. In Frontiers in Psychology (Vol. 9, p. 2434). https://www.frontiersin.org/article/10.3389/fpsyg.2018.02434

Livingston, J. (1997). Metacognition: An Overview. Retrieved from http://gse.buffalo.edu/fas/shuell/cep564/metacog.html

Manlove, S., & Lazonder, A. (2004). Self-regulation and collaboration in a discovery learning environment. First Meeting of the EARLI-SIG on Metacognition, Amsterdam, the Netherlands.

Menhar, V. P. (2008). Sketching graphs-an an efficient way of probing students' conceptions. Eur. J. Phys,30, 1-12.

Nahdi, D. S., & Juju. (2016). Peningkatan Kemampuan Self-Regulated Learning (Srl) Siswa Sekolah Dasar Melalui Model Pembelajaran Kooperatif Tipe Think Pair Share (Tps) . Jurnal Cakrawala Pendas, Vol. 2, NO. 1, ISSN: 2442-7470 , 1-13.

Nensy Rerung, d. (06 (1) (2017) 47-5). Penerapan Model Pembelajaran Problem Based Learning (Pbl) Untuk Meningkatkan Hasil Belajar Peserta Didik Sma Pada Materi Usaha Dan Energi. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi.

Nur Arviyanto Himawan, W. (2018). Strategi Metakognisi Untuk Meningkatkan Kemampuan Pemecahan Masalah Pada Materi Teori Kinetik Gas . EDUSAINS, 10 (2), | p-ISSN 1979-7281 | e-ISSN 2443-1281 , 94-103.

Orsini, C., Evans, P., & Jerez, O. (2015). How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory. Journal of Educational Evaluation for Health Professions, 12.

Santrock. (2010). Psikologi Pendidikan Edisi Kedua. Jakarta: Kencana Prenada Media Group.

Singh, L. &. (n.d.). Using Isomorphic Problems to Learn Introductory Physics. American Physical Society.

Tan, O.-S. (2004). Cognition, metacognition, and problem-based learning, in enhancing thinking through problem-based learning approaches. Singapore: Thomson Learning.

Utari Sumarmo, Q. (2013). Improving Mathematical Communication Ability and Self-Regulated Learning of Junior High School Students by Using Reciprocal Teaching. Indonesian Mathematical Society Journal on Mathematics Education, 59-74.

Winarti, W., & Saputri, A. A. (2018). Pengembangan Modul Fisika Berbasis Metakognisi Pada Materi Pokok Elastisitas Dan Gerak Harmonik Sederhana. Jurnal Psikologi Integratif, 1(2), 187–195.

Winata, O. F. ( 2018). Regulasi diri (pengaturan diri) sebagai determinan hasil belajar siswa sekolah menengah kejuruan. JURNAL PENDIDIKAN MANAJEMEN PERKANTORAN Vol. 3 No. 1, Januari, 1-8.

Yeyenh Dwi Sugara, d. (2016). Kesulitan Siswa SMA Dalam Memahami Gerak Harmonis Sederhana. Pros. Semnas Pend.IPA Pascasarjana UM, 1-7.

Zimmerman, B. J. (1989). A social cognitive view of Self-Regulated Academic Learning. Journal of Educational Psychology, 81 (3).


Refbacks

  • There are currently no refbacks.


Copyright (c) 2021



  Lisensi Creative Commons
Copyright of the article is reserved by the authors. Published by the Program Studi S1 Pendidikan Fisika, FKIP, Universitas Lampung in collaboration with the Physical Society of Indonesia (since 2019).  This article is an open-access article under the Creative Commons non-commercial-share-alike 4.0 International License (CC BY-NC-SA 4.0).  license.