Self regulated learning for social cognitive perspective in mathematics lessons

• Published in: Journal of physics. Conference series 2020-08, Vol.1613 (1), p.12049
• Main Authors: Zakiah, N E, Fajriadi, D
• Format: Article
• Language: English
• Subjects: Learning; Mathematical analysis; Physics; Schools; Self evaluation; Skills; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1613/1/012049

The research results describe of self-regulated learning for a social cognitive perspective in mathematics lessons. Students adapt to the social environment based on skills, knowledge, and skills previously owned. Every student in the social system adopts information and knowledge. Students learn through the social process of observing, imitating, and modeling the behavior of others. Students need to actively demonstrate independent learning orientation to find challenges and learning opportunities to acquire new skills and knowledge. About 116 new students from one of the state vocational high schools in West Java province of Indonesia participated in the self-regulated learning questionnaire from five aspects: organizations, elaboration, self-evaluation, learning strategies for examinations, and metacognition. We present responses to each self-regulated learning students about academic time management, summarized study materials in a personal way, evaluated their own learning and performance, were strategic in preparing for exams and reflected metacognitively during the study. From social cognitive theory, self-regulated learning is influenced by the students' personal factors (cognitive, attitudes, and self-evaluation), behavior, and environment (social support). This research contributes to the understanding of students' self-regulated learning and gives teachers insight into designing learning innovations.