Hubungan Self-Regulated Learning dengan Kemampuan Pemecahan Masalah Matematika Siswa Kelas X-5 SMA Negeri 1 Dempet pada Materi Sistem Persamaan Linear Tiga Variabel
DOI:
https://doi.org/10.32493/sm.v8i2.60630Keywords:
Self-Regulated Learning, problem-solving skills, SPLTV, mathematics education, correlational researchAbstract
This study aims to determine the relationship between Self-Regulated Learning (SRL) and students' mathematical problem-solving skills in the topic of Systems of Linear Equations with Three Variables (SPLTV). This study employs a quantitative approach using a correlational research design. The population and sample of the study consisted of 31 students in class X-5 at State Senior High School 1 Dempet, with total sampling used as the sampling technique. Data collection was conducted using a Self-Regulated Learning questionnaire and a mathematics problem-solving ability test. The questionnaire consisted of 17 items that had been validated and found to be reliable, with a Cronbach's Alpha value of 0.859. Data analysis techniques included descriptive statistical analysis, the Shapiro-Wilk normality test, and the Spearman Rank correlation test. The results of the study showed that the average Self-Regulated Learning score of the students was 56.9, while the average mathematical problem-solving ability score was 85.48. The Spearman Rank correlation test yielded a correlation coefficient of 0.808 with a significance level of 0.000 < 0.05. These results indicate that there is a significant and strong positive relationship between Self-Regulated Learning and students' mathematical problem-solving ability. The higher the students' level of Self-Regulated Learning, the higher their mathematical problem-solving ability. Therefore, teachers are expected to implement learning strategies that can enhance Self-Regulated Learning.
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