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首页> 外文期刊>Journal of Education and Practice >ANALYSIS OF SELF-DIRECTED LEARNING UPON STUDENT OF MATHEMATICS EDUCATION STUDY PROGRAM
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ANALYSIS OF SELF-DIRECTED LEARNING UPON STUDENT OF MATHEMATICS EDUCATION STUDY PROGRAM

机译：数学教育研究计划学生自我指导学习分析

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Various studies have rendered self-directed learning disposition to be significant in the learning of mathematics, however several previous studies have pointed the level of self-directed learning disposition to be at a low point. This research is aimed to enhance self-directed learning through implementing a metacognitive strategy in learning mathematical statistics. This research incorporates both methods of quantitative and qualitative ones while employing a sequential explanatory strategy. Research design takes a pretest-posttest control group design (Creswell, 2009). The subjects of the research are students of Mathematics Education Study Program of the University of Kupang, East Nusa Tenggara Province currently taking Mathematical Statistics course. Research sample is filtered from two class levels of mathematical statistics course Research instruments include the Likert scale to measure self-directed learning disposition. Results point an increment of self-directed learning disposition of students who were being taught through either a Metacognitive Strategy Approach (MSA) or Conventional Approach (CA). The Self-directed learning disposition of students based on the MSA approach was found to be better than those of the CA approach. The lowest average increase of the CA class was based on the identification of the goals indicator. Furthermore, the lowest average increase of the MSA class was based on the evaluation of the advantages and the disadvantages of learning. The highest average increase for either MSA or CA classes was observed because of the presence of learning initiatives. The average increase of the presence of learning initiatives indicator for the MSA class was higher than those of the CA class. Keywords: Self-directed learning, metacognitive strategy
机译：各种研究使自我导向的学习性处化在数学的学习中具有重要意义，然而，以前的几项研究指出了自我导向的学习性处化程度在低点。该研究旨在通过在学习数学统计中实施元认知策略来增强自我导向的学习。该研究在采用顺序解释策略的同时包括定量和定性的方法。研究设计采用了预测试的专用控制组设计（Creswell，2009）。该研究的主题是Kupang大学数学教育学习计划的学生，东部努沙腾加拉省目前正在参加数学统计课程。研究样本从两级数学统计课程中过滤，研究仪器包括李克特量表来衡量自我导向的学习性格。结果指出通过元认知策略方法（MSA）或传统方法（CA）教导的学生自我导向学习处置的增量。发现基于MSA方法的学生的自我指导学习处理比CA方法更好。 CA类的最低平均增加基于目标指标的识别。此外，MSA类的最低平均增加基于评估优缺点和学习的缺点。由于存在学习举措，因此观察了MSA或CA类的最高平均增加。 MSA类别学习举措的平均增加的增加高于CA类。关键词：自我指导学习，元认知策略

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