Independent Learning in A Classroom-Based Curriculum: Cognitive Strategies and Students’ Self-Confidence in Learning Mathematics
Abstract
Abstract: Independent learning is active, initiative and responsible student learning independently. Independent learning can be done in various contexts, where the teaching module is a learning guide. Independent learning requires self-confidence and cognitive strategies in achieving learning goals, and this is difficult to develop in a classroom-based curriculum. On this basis, the aim of this research is to analyze students' cognitive strategies and self-confidence, and determine the influence of cognitive strategies on students' self-confidence in classroom-based independent learning. To achieve the research objectives, the research location was SMAN 8 Malang City with 28 classes consisting of science, social studies and language programs. Meanwhile, the sample was class 12 of the science program which was chosen randomly. To obtain data about students' cognitive strategies and self-confidence, document, questionnaire and interview techniques were used. The data obtained was then analyzed using an interactive and quantitative qualitative approach with regression tests. Based on the results of the analysis, it was found that the use of cognitive strategies was relatively high, while the strategies used were repetition, organization and elaboration respectively. Students' self-confidence is also high, but students lack the courage to express opinions, lack self-concept, and lack responsibility. Simultaneously, this cognitive strategy influences self-confidence, with an influence level of 33.8%, but what has a significant influence is organizational strategy. So it can be said that independent learning is less suitable in implementing a class-based curriculum.
Keywords: classroom-based curriculum, cognitive strategies, independent learning, learning mathematics, self-confidence.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp285-299
Full Text:
PDFReferences
Abu Bakar, M. A., & Ismail, N. (2020). Metacognitive learning strategies in mathematics classroom intervention: a review of implementation and operational design aspect. International Electronic Journal of Mathematics Education, 15(1). https://doi.org/10.29333/iejme/5937
Ahdhianto, E., Marsigit, Haryanto, & Nurfauzi, Y. (2020). Improving fifth-grade students’ mathematical problem-solving and critical thinking skills using problem-based learning. Universal Journal of Educational Research, 8(5). https://doi.org/10.13189/ujer.2020.080539
Ahmady, S., & Shahbazi, S. (2020). Impact of social problem-solving training on critical thinking and decision making of nursing students. BMC Nursing, 19(1). https://doi.org/10.1186/s12912-020-00487-x
Aidoo, B. (2023). Teacher educators experience adopting problem-based learning in science education. Education Sciences, 13(11). https://doi.org/10.3390/educsci13111113
Batubara, A. A. (2023). Dependent and independent cognitive style learning model in mathematics subject outcomes. Randwick International of Education and Linguistics Science Journal, 4(2). https://doi.org/10.47175/rielsj.v4i2.701
Bickerdike, A., O’Deasmhunaigh, C., O’Flynn, S., & O’Tuathaigh, C. (2016). Learning strategies, study habits and social networking activity of undergraduate medical students. International Journal of Medical Education, 7. https://doi.org/10.5116/ijme.576f.d074
Chang, H., & Windeatt, S. (2024). Enhancing short academic presentations through extended independent practice using VoiceThread. https://doi.org/10.4995/eurocall2023.2023.16957
Creswell, J. W. (2007). Qualitative inquiry and research design: choosing among five approaches, 2nd edition. Public Administration, Vol. 77.
Effendi, Moh. M. (2019). Analysis of humanist education on VHS Mathematics Curriculum. https://doi.org/10.2991/iccd-19.2019.89
Effendi, Moh. M. (2020). Content Analysis of SHS Mathematics Curriculum Based on Independent Learning. https://doi.org/10.2991/assehr.k.201017.098
Fan, L., Luo, J., Xie, S., Zhu, F., & Li, S. (2022). Chinese students’ access, use and perceptions of ICTs in learning mathematics: findings from an investigation of Shanghai secondary schools. ZDM - Mathematics Education, 54(3). https://doi.org/10.1007/s11858-022-01363-5
Field, A. (2013). Discovering statistics using IBM SPSS statistics. In Statistics (Vol. 58).
Gita Andriani, D. (2023). The effect of self-confidence on students’ understanding of mathematical concepts through the implementation of the independent curriculum. Noumerico: Journal of Technology in Mathematics Education, 1(1). https://doi.org/10.33367/jtme.v1i1.3548
Hendriana, H., Johanto, T., & Sumarmo, U. (2018). The role of problem-based learning to improve students’ mathematical problem-solving ability and self confidence. Journal on Mathematics Education, 9(2). https://doi.org/10.22342/jme.9.2.5394.291-300
Herlianti, P. S., Linuwih, S., & Dwijananti. (2015). Independent learning strategy of natural science with ‘one day one diary for science’ Program. Jurnal Pendidikan Fisika Indonesia, 11(2).
Jati, H. S., & Soebagyo, J. (2023). The influence of self-confidence on the mathematical reasoning ability of junior high school students. Prima: Jurnal Pendidikan Matematika, 7(1). https://doi.org/10.31000/prima.v7i1.7321
Jingna, D. (2012). Application of humanism theory in the teaching approach. Higher Education of Social Science, 3(1).
Kemendikbud. (2017). Panduan praktis penyusun e-modul pembelajaran. Kemendikbud.
Kopzhassarova, U., Akbayeva, G., Eskazinova, Z., Belgibayeva, G., & Tazhikeyeva, A. (2016). Enhancement of students’ independent learning through their critical thinking skills development. International Journal of Environmental and Science Education, 11(18).
Kulsum, U., & Kustono, D. (2017). Improvement of learning independence and learning outcomes on textile course through hybrid learning model. IOSR Journal Of Humanities And Social Science (IOSR-JHSS, 22(8).
Kunhertanti, K., & Santosa, R. H. (2018). The influence of students’ self confidence on mathematics learning achievement. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012126
Kusmiyati, K. (2023). Implementation of the self-organized learning environments learning model to enhace learning outcomes and student independence. Jurnal Pijar Mipa, 18(3). https://doi.org/10.29303/jpm.v18i3.4776
Leavy, P. (2016). Research design (quantitative, qualitative,mixed methods, arts-based, and community-based participatory research approaches). In Revista Brasileira de Linguística Aplicada (Vol. 5).
Lin, Y. W., Tseng, C. L., & Chiang, P. J. (2017). The effect of blended learning in mathematics course. Eurasia Journal of Mathematics, Science and Technology Education, 13(3). https://doi.org/10.12973/eurasia.2017.00641a
Lohbeck, A., & Moschner, B. (2022). Motivational regulation strategies, academic self-concept, and cognitive learning strategies of university students: does academic self-concept play an interactive role? European Journal of Psychology of Education, 37(4). https://doi.org/10.1007/s10212-021-00583-9
Madrazo, A. L., & Dio, R. V. (2020). Contextualized learning modules in bridging students’ learning gaps in calculus with analytic geometry through independent learning. Journal on Mathematics Education, 11(3). https://doi.org/10.22342/jme.11.3.12456.457-476
Mainali, B. (2021). Representation in teaching and learning mathematics. International Journal of Education in Mathematics, Science and Technology, 9(1). https://doi.org/10.46328/ijemst.1111
Mcdonagh, D. (2004). Design research: methods and perspectives: brenda laurel (editor). The Design Journal, 7(1). https://doi.org/10.2752/146069204790718510
Miles, M. B., Hubberman, A. M., & Saldana, J. (2016). Qualitative data analysis : a methods sourceboo. SAGE Journal, 30(25).
Moneva, Dr. J. C., & Valle, A. F. S. (2020). Difficulty in Mathematics: Close Assistance and Self-Confidence. Journal of Studies in Education, 10(1). https://doi.org/10.5296/jse.v10i1.16460
Moradi, H. (2021). Quantitative research methods for communication: a hands-on approach. Journal of Education for Teaching, 47(4). https://doi.org/10.1080/02607476.2021.1892451
Mulyono, D. (2021). The influence of learning model and learning independence on mathematics learning outcomes by controlling students’ early ability. International Electronic Journal of Mathematics Education, 12(3). https://doi.org/10.29333/iejme/642
Nilasari, A., Effendi, Moh. M., & Putri, O. R. U. (2020). Analisis self-confidence dan hasil belajar matematika sma dalam kurikulum berbasis unit kegiatan belajar mandiri. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(2). https://doi.org/10.24127/ajpm.v9i2.2800
O’Donoghue, G. (2017). Starting self-starters: Strategies to support independent learning. In University of Sydney Papers in TESOL (Vol. 12).
Pahmi, P., Liping Deng, & Marissa Syafwin. (2022). Using the capcut application as a learning media. Journal International Inspire Education Technology, 1(1). https://doi.org/10.55849/jiiet.v1i1.37
Pratiwi, C., Neviyarni, N., & Solfema, S. (2018). Contribution self efficacy and independent learning math toward students’ mathematics learning outcomes. https://doi.org/10.29210/2018199
Pratiwi, I. D., & Laksmiwati, H. (2016). Kepercayaan diri dan kemandirian belajar pada siswa SMA Negeri “X”. Jurnal Psikologi Teori Dan Terapan, 7(1). https://doi.org/10.26740/jptt.v7n1.p43-49
Prihantini, P., Rostika, D., & Hidayah, N. (2021). Solve the problem of learning fractions in mathematics trough scaffolding. Journal of Physics: Conference Series, 1987(1). https://doi.org/10.1088/1742-6596/1987/1/012027
Psycharis, S., & Kotzampasaki, E. (2019). The impact of a stem inquiry game learning scenario on computational thinking and computer self-confidence. Eurasia Journal of Mathematics, Science and Technology Education, 15(4). https://doi.org/10.29333/ejmste/103071
Rosyadi, A. A. P., Sa’Dijah, C., Susiswo, & Rahardjo, S. (2022). High order thinking skills: Can it arise when a prospective teacher solves a controversial mathematics problem? Journal of Physics: Conference Series, 2157(1). https://doi.org/10.1088/1742-6596/2157/1/012038
Rusconi, L., & Squillaci, M. (2023). Effects of a universal design for learning (udl) training course on the development teachers’ competences: a systematic review. Education Sciences, Vol. 13. https://doi.org/10.3390/educsci13050466
Sachdeva, S., & Eggen, P.-O. (2021). Learners’ critical thinking about learning mathematics. International Electronic Journal of Mathematics Education, 16(3). https://doi.org/10.29333/iejme/11003
Saldaña, J. (2016). The coding manual for qualitative researchers (No. 14). Sage.
Sani, R. A., Tanjung, Y. I., Sani, R. A., Nasution, B., Yohandri, & Festiyed. (2024). Science teachers’ understanding of culturally responsive teaching on independent learning curriculum. Jurnal Penelitian Pendidikan IPA, 10(1). https://doi.org/10.29303/jppipa.v10i1.4821
Schnaubert, L., Krukowski, S., & Bodemer, D. (2021). Assumptions and confidence of others: the impact of socio-cognitive information on metacognitive self-regulation. Metacognition and Learning, 16(3). https://doi.org/10.1007/s11409-021-09269-5
Setyowati, D., & Widana, I. W. (2016). Pengaruh minat, kepercayaan diri, dan kreativitas belajar terhadap hasil belajar matematika. Jurnal Emasains, V No. 1.
Sheromova, T. S., Khuziakhmetov, A. N., Kazinets, V. A., Sizova, Z. M., Buslaev, S. I., & Borodianskaia, E. A. (2020). Learning styles and development of cognitive skills in mathematics learning. Eurasia Journal of Mathematics, Science and Technology Education, 16(11). https://doi.org/10.29333/EJMSTE/8538
Sukowati, S., Sartono, E. K. E., & Pradewi, G. I. (2020). The effect of self-regulated learning strategies on the primary school students’ independent learning skill. Psychology, Evaluation, and Technology in Educational Research, 2(2). https://doi.org/10.33292/petier.v2i2.44
Surya, E., Putri, F. A., & Mukhtar. (2017). Improving mathematical problem-solving ability and self-confidence of high school students through contextual learning model. Journal on Mathematics Education, 8(1). https://doi.org/10.22342/jme.8.1.3324.85-94
Sutama, S., Anif, S., Prayitno, H. J., Narimo, S., Fuadi, D., Sari, D. P., & Adnan, M. (2021). Metacognition of junior high school students in mathematics problem solving based on cognitive style. Asian Journal of University Education, 17(1). https://doi.org/10.24191/ajue.v17i1.12604
Tay, L. Y., Chan, M., Chong, S. K., Tan, J. Y., & Aiyoob, T. B. (2024). Learning of mathematics: a metacognitive experiences perspective. International Journal of Science and Mathematics Education, 22(3). https://doi.org/10.1007/s10763-023-10385-8
Vandini, I. (2016). Peran kepercayaan diri terhadap prestasi belajar matematika siswa. Formatif: Jurnal Ilmiah Pendidikan MIPA, 5(3). https://doi.org/10.30998/formatif.v5i3.646
Widowati, C., Purwanto, A., & Akbar, Z. (2021). Problem-based learning integration in stem education to improve environmental literation. International Journal of Multicultural and Multireligious Understanding, 8(7). https://doi.org/10.18415/ijmmu.v8i7.2836
Zhao, R. (2024). An analysis of the role and impact of teacher-student interaction on establishing a student-centred classroom teaching model. Lecture Notes in Education Psychology and Public Media, 40(1). https://doi.org/10.54254/2753-7048/40/20240717
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Pendidikan MIPA
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.