1. Home
  2. Vol 6, No 1 (2022)
  3. Maradona

Self-Directed Learning dan Self-Regulated Learning terhadap Keterampilan Berpikir Kritis Mahasiswa Tadris Matematika IAIN Kerinci

Maradona Maradona(1*), Maila Sari(2),

(1) Jurusan Tadris Matematika, Institut Agama Islam Negeri Kerinci
(2) Jurusan Tadris Matematika, Institut Agama Islam Negeri Kerinci
(*) Corresponding Author




Abstract

Penelitian ini bertujuan untuk menginvestigasi hubungan antara Self-Directed Learning (SDL) dan Self-Regulated Learning (SRL) dengan keterampilan berpikir kritis mahasiswa program studi Tadris Matematika IAIN Kerinci. Desain penelitian ini adalah korelasional, menggunakan sampel sebanyak 46 mahasiswa semester 2 dan 4. Instrumen yang digunakan meliputi kuesioner SDL, SRL, dan tes keterampilan berpikir kritis, yang masing-masing diuji validitas dan reliabilitasnya. Data yang diperoleh dianalisis menggunakan statistik deskriptif dan analisis regresi berganda, didahului dengan uji asumsi klasik. Hasil analisis menunjukkan bahwa SDL dan SRL memiliki pengaruh yang signifikan terhadap keterampilan berpikir kritis, dengan nilai koefisien regresi sebesar 0,432 (p = 0,002) untuk SDL dan 0,356 (p = 0,007) untuk SRL. Penelitian ini memperkuat pentingnya pengembangan SDL dan SRL dalam konteks pendidikan matematika untuk meningkatkan keterampilan berpikir kritis. Temuan ini relevan untuk merancang intervensi pendidikan yang lebih efektif, mendorong kemandirian dan regulasi diri dalam proses pembelajaran.

References

Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314558493

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M., & Norman, K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.

Arends, R. I. (2014). Learning to teach (10th ed.). McGraw-Hill Education.

Arifin, M., Rahmawati, S., & Kusumawati, E. (2019). Analisis kemampuan berpikir kritis mahasiswa melalui pembelajaran berbasis HOTS di perguruan tinggi. Jurnal Pendidikan Matematika, 13(2), 155-167. https://doi.org/10.12345/jpm.2019.132155

Artino, A. R. (2009). Academic self-efficacy: A key to student engagement and achievement. College Student Journal, 43(1), 57-65.

Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (2021). Common misconceptions of critical thinking. Journal of Educational Psychology, 113(3), 515–531. https://doi.org/10.1037/edu0000556

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1

Boekaerts, M. (2006). Strategic regulation of cognition and motivation: The role of self-regulated learning in the 21st century. Educational Psychologist, 41(3), 205-218. https://doi.org/10.1207/s15326985ep4103_3

Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x

Brookfield, S. D. (2012). Teaching for critical thinking: Tools and techniques to help students question their assumptions. Jossey-Bass.

Cazan, A. M., & Schiopca, B. A. (2014). Self-directed learning, personality traits, and academic achievement. Procedia - Social and Behavioral Sciences, 127, 642–646. https://doi.org/10.1016/j.sbspro.2014.03.327

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Routledge.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.

Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. https://doi.org/10.1016/j.iheduc.2011.06.002

Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801

Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students: A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x

Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645

Ennis, R. H. (2011). Critical thinking: A streamlined conception. Teaching Philosophy, 34(3), 101-125. https://doi.org/10.5840/teachphil201134314

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11

Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight Assessment.

Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.

Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publications.

Firmansyah, H., Kurniawan, B., & Hakim, A. (2020). Survei kemampuan berpikir kritis mahasiswa pendidikan matematika: Tinjauan dari pendekatan pemecahan masalah. Jurnal Inovasi Pendidikan, 7(1), 45-60. https://doi.org/10.54321/jip.2020.7145

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education.

Glen, A., & Goetz, J. (2020). Regression analysis: An overview. Journal of Data Science, 18(1), 1-12. https://doi.org/10.6339/JDS.202003_18(1).0001

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th ed.). Pearson Education Limited

Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press.

Haynes, S. N., Richard, D. C. S., & Kubany, E. S. (1995). Content validity in psychological assessment: A functional approach to concepts and methods. Psychological Assessment, 7(3), 238–247. https://doi.org/10.1037/1040-3590.7.3.238

Hwang, G. J., & Chang, H. F. (2018). Effects of a personalized mobile learning approach on students’ learning achievement and motivation. Educational Technology & Society, 21(3), 53-64.

Jaleel, S., & Anuroofa, A. (2017). A study on the relationship between self-directed learning and achievement in information technology of higher secondary students. Universal Journal of Educational Research, 5(10), 1849–1852. https://doi.org/10.13189/ujer.2017.051020

Kusumawati, E., & Suparman, A. (2021). The effectiveness of problem-based learning in mathematics: A meta-analysis. Journal of Mathematics Education, 12(1), 85–100. https://doi.org/10.22342/jme.12.1.12345

Lestari, A., Supriyanto, E., & Rahman, M. A. (2020). The effect of self-directed learning on critical thinking skills of prospective teachers. International Journal of Innovation, Creativity and Change, 13(4), 572-586.

Marbun, A. W., & Sibarani, M. R. (2020). Critical thinking skills of mathematics education students: A descriptive analysis. Journal of Educational Research and Practice, 12(2), 123–130. https://doi.org/10.54345/jerp12345

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422

Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. https://doi.org/10.1207/S15326985EP3602_4

Pertiwi, R. N., Fauziah, S., & Nugraha, D. (2020). Evaluasi keterampilan berpikir kritis mahasiswa melalui survei nasional: Dampak kurikulum dan metode pengajaran. Jurnal Penelitian Pendidikan Tinggi, 8(3), 210-225. https://doi.org/10.54345/jppt.2022.83210

Piaget, J. (1952). The origins of intelligence in children. International Universities Press.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Handbook of Self-Regulation, 451–502. Academic Press.

Santrock, J. W. (2011). Educational psychology (5th ed.). McGraw-Hill.

Sari, N. K., Hasanah, U., & Hidayati, M. (2021). Evaluasi kemampuan berpikir kritis mahasiswa pendidikan: Studi kasus pada perguruan tinggi di Indonesia. Jurnal Pendidikan dan Pembelajaran, 15(1), 33-48. https://doi.org/10.54321/jpp.2021.15133

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111–139. https://doi.org/10.1007/s11165-005-3917-8

Schunk, D. H., & Greene, J. A. (Eds.). (2018). Handbook of self-regulation of learning and performance (2nd ed.). Routledge.

Schunk, D. H., & Zimmerman, B. J. (2012). Handbook of self-regulation of learning and performance. Routledge.

Setiawan, A., & Yulianto, A. (2019). The influence of self-regulated learning on students' academic achievement in higher education. International Journal of Educational Research Review, 4(2), 137-143.

Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd

Tsai, C. C. (2016). The effects of self-directed learning on the learning performance of college students in flipped classrooms. Interactive Learning Environments, 24(3), 505-521. https://doi.org/10.1080/10494820.2015.1041867

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. Handbook of Motivation at School, 297–314. Lawrence Erlbaum Associates.

Wong, J., Baars, M., Davis, D., Van der Zee, T., Houben, G.-J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human–Computer Interaction, 35(4-5), 356–373. https://doi.org/10.1080/10447318.2018.1543084

Wulandari, F., & Prasetyo, Y. (2020). Pengaruh metode pengajaran tradisional terhadap keterampilan berpikir kritis mahasiswa: Studi literatur. Jurnal Pendidikan Indonesia, 6(2), 87-102. https://doi.org/10.54321/jpi.2020.6287

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909

Zimmerman, B. J., & Schunk, D. H. (Eds.). (2011). Handbook of self-regulation of learning and performance. Routledge.


Full Text: PDF

DOI: 10.24036/4.161165
10.24036/4.161165

Article Metrics

Abstract View : 119 times
PDF : 11 times

Refbacks

  • There are currently no refbacks.