PROGRAM BELAJAR, JENIS KELAMIN, BELAJAR BERDASAR REGULASI DIRI DAN PRESTASI BELAJAR MATEMATIKA PAD

Asmadi Alsa,

2005 | Disertasi |

The aim of this dissertation is (1) to investigate the differences of selfregulated learning between accelerated and regular classes of state high school students in Yogyakarta; (2) to test the differences of self-regulated learning between female and male groups of state high school students in Yogyakarta; (3) to test the relationships between self-regulated learning and mathematics achievement; and (4) to investigate the learning model of selfregulated learning which postulated that motivation could not directly predict mathematics achievement but by the metacognitive regulation and learning strategies. The 186 respondents of this study were selected from SMA Negeri I, SMA Negeri III, and SMA Negeri VIII . One class was obtained from each high school that was composed of an accelerated and a regular class. The self-regulated learning scale, the mathematical problem used for examination, and the APM intelligence test were applied as the main instruments in this study. The data of learning programs and sexes of the respondents were acquired through documentation. Interviews were also used to obtain qualitative data. The obtained data were then computed by analysis of variance technique and by structural equation model. Qualitative analysis was used to discuss statistical analysis results. The results of this study were as follow: (1) In comparison with the accelerated classes, the regular class of the three high school students, differed in their self-regulated learning. Students of accelerated classes obtained higher scores of self-regulated learning than that of regular classes; (2) No differences self-regulated learning were found between male and female students in the three high schools; (3) The positive and very significant correlation was found between the self-regulated learning and the mathematics achievement; (4) Garcia and Pintrich who proposed the selfregulated learning model theorized that motivation could not directly predict achievement but by metacognitive regulation and learning strategies in accordance with data structures. Accordingly, the mathematics achievement of all students in SMA Negeri 1, SMA Negeri 3, and SMA Negeri 8, in Yogyakarta, could be explained according to self-regulated learning model postulated by Carcia and Pintrich.

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