The Role of Mathematics Self-Regulated Learning and Motivation on the Potential of Continuing Education
DOI:
https://doi.org/10.31980/mosharafa.v13i1.1989Keywords:
Mathematics Self-Regulated Learning, Melanjutkan Pendidikan, Motivasi, Continuing Education, MotivationAbstract
Rendahnya rata-rata tingkat pendidikan di Indonesia menyebabkan berbagai masalah seperti kemiskinan yang tinggi, pengangguran, perkembangan ekonomi lambat dan berita Hoax. Proses pembelajaran di kelas hendaknya dapat mendukung potensi siswa melanjutkan pendidikan ke jenjang lebih tinggi. Tujuan dari penelitian ini adalah untuk menganalisis peranan mathematics self-regulated learning (MSRL) dan motivasi terhadap potensi siswa melanjutkan pendidikan ke jenjang yang lebih tinggi. Metode yang digunakan adalah metode penelitian kuantitatif korelasional. Partisipan penelitian sebanyak 111 siswa SMP di semua tingkatan. yang diambil secara acak dengan teknik purposive random sampling. Instrumen penelitian berupa angket tertutup dengan empat pilihan rentang 1–4. Analisis data dilakukan dengan bantuan softwere Smart PLS 3.0. Hasil penelitian menunjukkan bahwa MSRL berpengaruh positif terhadap potensi siswa melanjutkan pendidikan ke jenjang lebih tinggi. Sedangkan motivasi melanjutkan pendidikan tidak perpengaruh secara signifikan terhadap potensi siswa melanjutkan Pendidikan. Dengan demikian sebaiknya guru terus mengembangkan MSRL siswa untuk mendukung potensi siswa melanjutkan Pendidikan semakin tinggi.
The inadequate educational levels in Indonesia have resulted in various issues, such as high poverty rates, unemployment, sluggish economic growth, and the propagation of false news. To address this issue, it is crucial to design the learning process in the classroom to support students' potential to pursue higher education. The main aim of this study was to investigate the role of mathematics self-regulated learning (MSRL) and motivation in determining students' potential to continue their education at a higher level. This study employed a quantitative, correlational research design. The participants consisted of 111 junior high school students from all grade levels, who were selected using a purposive random sampling technique. The research instrument was a closed-ended questionnaire with four options ranging from 1 to 4. Data analysis was performed using Smart PLS 3.0 software. The findings of the study revealed that MSRL had a positive impact on students' potential to pursue higher education, while motivation to continue education did not significantly influence this potential. Hence, teachers should focus on developing students' MSRL skills to support their potential to pursue even higher levels of education.
References
Afriansyah, E. A., Luritawaty, I. P., Puspitasari, N., Sundayana, R., Mulyadi, R., Hidayat, A., & Damayanti, D. (2023). Training to Submit Scientific Articles in Accredited National Journals. Indonesian Journal of Community Empowerment (IJCE), 4(01), 33-47.
Bai, B., Guo, W., & Wang, C. (2024). Relationships Between Struggling EFL Writers’ Motivation, Self-Regulated Learning (SRL), and Writing Competence in Hong Kong Primary Schools. Applied Linguistics Review, 15(1), 135–159.
https://doi.org/doi:10.1515/applirev-2020-0131
Baumann, S., & Keimer, I. (2023). Individual Benefits of Continuing Higher Education. The Case of a Swiss Business School. Journal of Adult and Continuing Education, 29(2), 343-359. https://doi.org/10.1177/14779714231160707
Callan, G. L., & Cleary, T. J. (2019). Examining Cyclical Phase Relations and Predictive Influences of Self-Regulated Learning Processes on Mathematics Task Performance. Metacognition and Learning, 14(1), 43–63. https://doi.org/10.1007/s11409-019-09191-x
Callan, G. L., DaVia Rubenstein, L., Barton, T., & Halterman, A. (2022). Enhancing motivation by developing cyclical self-regulated learning skills. Theory into Practice, 61(1), 62–74. https://doi.org/10.1080/00405841.2021.1932153
Conceição, P. (2022). Human Developmnet Report 2021-2022: Uncertain Times, Unsettled Lives. Shaping our future in a transformation world. UNDP
Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early School-Based Parent Involvement, Children’s Self-Regulated Learning and Academic Achievement: An Australian Longitudinal Study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/https://doi.org/10.1016/j.ecresq.2015.12.016
Downes, S. (2011). Innovation, Continuing Education and Lifelong Learning. In S. Jeschke, I. Isenhardt, F. Hees, & S. Trantow (Eds.), Enabling Innovation: Innovative Capability - German and International Views (pp. 81–83). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-24503-9_9
Eidimtas, A., & Juceviciene, P. (2014). Factors Influencing School-leavers Decision to Enrol in Higher Education. Procedia - Social and Behavioral Sciences, 116, 3983–3988. https://doi.org/10.1016/j.sbspro.2014.01.877
Fadhillah, F. M., & Hernawati, E. (2019). Analysis of Mathematical Communication Ability and Self-Regulated Learning Mathematics Students of IX Grade Smp Negeri 2 Cilamaya Kulon. Journal of Innovative Mathematics Learning, 2(1).
Fauzi, A., & Widjajanti, D. B. (2018). Self-Regulated Learning: The Effect on Student’s Mathematics Achievement. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012139
Gabriel, F., Buckley, S., & Barthakur, A. (2020). The Impact of Mathematics Anxiety on Self-Regulated Learning and Mathematical Literacy. Australian Journal of Education, 64(3), 227–242. https://doi.org/10.1177/0004944120947881
Ghazali, N. H. M. (2016). A Reliability and Validity of an Instrument to Evaluate the School-Based Assessment System: A Pilot Study. International Journal of Evaluation and Research in Education (IJERE), 5(2), 148–157.
Gopinath, D. (2015). Characterizing Indian Students Pursuing Global Higher Education: A Conceptual Framework of Pathways to Internationalization. Journal of Studies in International Education, 19(3), 283–305. https://doi.org/10.1177/1028315314563783
Guo, W., & Wei, J. (2019). Teacher Feedback and Students’ Self-regulated Learning in Mathematics: A Study of Chinese Secondary Students. Asia-Pacific Education Researcher, 28(3), 265–275. https://doi.org/10.1007/s40299-019-00434-8
Hidayati, D. W., & Kurniati, L. (2018). The Influence of Self-Regulated Learning to Mathematics Critical Thinking Ability on 3D-Shapes Geometry Learning using Geogebra. JIPM: Jurnal Ilmiah Pendidikan Matematika, 7(1), 40. https://doi.org/10.25273/jipm.v7i1.2965
Hunter-Johnson, Y. (2022). A Leap of Academic Faith and Resilience. Journal of International Students, 12(2), 283–301. https://doi.org/10.32674/JIS.V12I2.1986
Katz, B. (2019). Continuing Education of Reference Librarians (1st ed., Vol. 1). Routledge.
Kementrian Pendidikan dan Kebudayaan. (2020). Peta Jalan Pendidikan Indonesia 2020 - 2035.
Khan, M. L., & Idris, I. K. (2019). Recognise misinformation and verify before sharing: a reasoned action and information literacy perspective. Behaviour and Information Technology, 38(12), 1194–1212. https://doi.org/10.1080/0144929X.2019.1578828
Losenno, K. M., Muis, K. R., Munzar, B., Denton, C. A., & Perry, N. E. (2020). The dynamic roles of cognitive reappraisal and self-regulated learning during mathematics problem solving: A mixed methods investigation. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101869
McLnerny, P. M. (2003). The student-Managed Investment Fund at the High School Level. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 76(5), 252–254. https://doi.org/10.1080/00098650309602014
Meiliati, R., Darwis, M., & Asdar, A. (2018). Pengaruh Motivasi Belajar, Self-Efficacy, dan Self-Regulated Learning Terhadap Hasil Belajar Matematika. IMED: Issuess in Mathematics Eduvation, 2(1), 81–91.
Moradi, S., & Mardani, F. (2023). The Impact of Peer Attachment on Academic Motivation: A Quantitative Analysis. KMAN Counseling & Psychology Nexus, 1(2), 4–9. https://doi.org/10.61838/KMAN.PSYCHNEXUS.1.2.2
Nashwan, A. J., Villar, R. C., Mathew, R. G., Al-Lobaney, N. F., Nsour, A. T., Abujaber, A. A., & Leighton, K. (2022). Intention and motivation to pursue higher education among registered nurses and midwives: a cross-sectional study during COVID-19. International Journal of Nursing Education Scholarship, 19(1). https://doi.org/10.1515/ijnes-2021-0152
Plastinina, N. A., Анатольевна, П. Н., Bogdanova, S. Yu., Юрьевна, Б. С., Dimova, I. V., & Вадимовна, Д. И. (2022). Edutech in continuing education. Bulletin of Nizhnevartovsk State University, 59(3), 111–121. https://doi.org/10.36906/2311-4444/22-3/10
Prasetyaningsih, A., Chamdani, M., & Warsiti. (2014). Hubungan Kemandirian Belajar dan Interaksi Edukatif Dengan Hasil Belajar IPS Siswa Kelas IV SD Sekecamatan Purworejo. Kalam Cendikia PGSD KEBUMEN, 2(3), 16–23.
Purnomo, Y. (2016). Pengaruh Sikap Siswa Pada Pelajaran Matematika dan Kemandirian Belajar Siswa Terhadap Prestasi Belajar Matematika. JKPM: Jurnal Kajian Pendidikan Matematika, 2(1).
Quayson, F. (2019). The Continuing Education of Adult Development and Lifelong Transformation: A Multidisciplinary Approach to Promote Adult Learning. The Interdisciplinary Journal of Advances in Research in Education, 2(1), 1–8.
https://doi.org/10.55138/sq104284qoa
Rafiola, R. H., Setyosari, P., Radjah, C. L., & Ramli, M. (2020). The Effect of Learning Motivation, Self-Efficacy, And Blended Learning on Students’ Achievement in The Industrial Revolution 4.0. International Journal of Emerging Technologies in Learning, 15(8). https://doi.org/10.3991/ijet.v15i08.12525
Rintari, R., Sumarmo, U., & Kustiana, A. (2020). Enchancing Student’s Mathematical Problem-Solving Ability and Self-Regulated Learning by Using Realistic Mathematics Education. JIML: Journal of Innovative Mathematics Learning, 3(3), 169–177.
https://doi.org/10.22460/JIML.V3I3.P169-177
Sanajou, N., Zohali, L., & Zabihi, F. (2017). Do Task Complexity Demands Influence the Learners’ Perception of Task Difficulty? International Journal of Applied Linguistics and English Literature, 6(6), 71.
https://doi.org/10.7575/aiac.ijalel.v.6n.6p.71
Saputri, V., Juandi, D., Herlina, S., & Anwar, V. N. (2022). Self-Regulated Learning dan Motivasi Belajar dalam Pembelajaran Matematika Secara Online: Systematic Literature Review. ANARGYA: Jurnal Ilmiah Pendidikan Matematika, 5(1).
https://doi.org/10.24176/anargya.v5i1.7208
Singh, P., Abd Moin, M. A. A. B., Veloo, P. K., Han, C. T., & Hoon, T. S. (2019). The Relationship between Self-Regulated Learning and Mathematics Attitude towards College Students Development of Mathematical Thinking. Universal Journal of Educational Research, 7(10A), 48–53.
https://doi.org/10.13189/UJER.2019.071709
Slobodin, O., Icekson, T., Herman, L., & Vaknin, O. (2021). Perceived Discrimination and Motivation to Pursue Higher Education in Ethiopian-Origin Students: The Moderating Role of Ethnic Identity. Frontiers in Psychology, 12, 647180. https://doi.org/10.3389/FPSYG.2021.647180/BIBTEX
Sontag, C., & Stoeger, H. (2015). Can Highly Intelligent and High-Achieving Students Benefit from Training in Self-Regulated Learning in a Regular Classroom Context? Learning and Individual Differences, 41, 43–53. https://doi.org/https://doi.org/10.1016/j.lindif.2015.07.008
Soraya, S. Z., & Chen, M.-Y. (2022). Identifying Struggles and Challenges Faced by Indonesian Migrant Workers Pursuing Higher Education in Taiwan. Journal of Education and Learning (EduLearn), 16(1), 35–42. https://doi.org/10.11591/edulearn.v16i1.20093
Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, Adaptation and Validation of Instruments or Scales for Use In Cross-Cultural Health Care Research: A Clear And User-Friendly Guideline. Journal of Evaluation in Clinical Practice, 17(2), 268–274. https://doi.org/10.1111/J.1365-2753.2010.01434.X
Suhendri, H. (2015). Pengaruh Metode Pembelajaran Problem Solving terhadap Hasil Belajar Matematika Ditinjau dari Kemandirian Belajar. Formatif: Jurnal Ilmiah Pendidikan MIPA, 3(2).
https://journal.lppmunindra.ac.id/index.php/Formatif/article/view/117
Swafford, M. (2018). The Relationship Between Motivation and Online Self-Regulated Learning. Journal of Human Sciences and Extension. https://doi.org/10.54718/awij9321
Taylor, J. M., & Neimeyer, G. J. (2017). Continuing Education and Lifelong Learning Strategies. Handbook of Private Practice, 602–619. https://doi.org/10.1093/MED:PSYCH/9780190272166.003.0046
Teng, L. S. (2024). Individual differences in self-regulated learning: Exploring the Nexus of Motivational Beliefs, Self-Efficacy, and SRL strategies in EFL writing. Language Teaching Research, 28(2), 366–388.
https://doi.org/10.1177/13621688211006881
Umoro, A. L. (2023). Indonesian Students’ Motivation to Pursue Tertiary Education in Japan. Japanese Research on Linguistics, Literature, and Culture, 5(2), 118–127.
https://doi.org/10.33633/jr.v5i2.8282
Wang, Y., & Sperling, R. A. (2020). Characteristics of Effective Self-Regulated Learning Interventions in Mathematics Classrooms: A Systematic Review. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00058
Xu, L., Duan, P., Padua, S. A., & Li, C. (2022). The Impact of Self-Regulated Learning Strategies on Academic Performance for Online Learning During COVID-19. Frontiers in Psychology, 13, 1047680. https://doi.org/10.3389/FPSYG.2022.1047680/BIBTEX
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Mosharafa: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
