Capability analysis of student mathematical representation viewed from self-regulated learning

Abstract

This study aims to analyze the ability of students’ mathematical representation in terms of Self-regulated Learning. This study focuses on the ability of visual representation, symbolic representation, and verbal representation. This study used a qualitative approach with test data collection techniques, questionnaires, and interviews. The data analysis technique used is the analysis technique according to Miles and Huberman through the phase of data reduction, data representation, and conclusion drawing. Students with SRL who are high in representation have lower grades than medium and low SRL The ability of verbal and symbolic representation of high SRL students has superior value from medium and low SRL. Indicators of mathematical representation can be achieved maximally by high SRL students. Students who have SRL are currently, the ability of visual representation is superior to high SRL students, symbol representation has a lower value than low SRL. So it can be concluded that SRL students are having difficulties in writing mathematical symbols. Low SRL students have advantages in visual representation. Indicators that can be achieved by SRL students are low only at the drawing stage. Low SRL students still have difficulty in expressing their abstract ideas in the form of mathematical representations.