Mathematical connection ability in 7th grade students viewed from self-regulated learning

Abstract

The purpose of this research is to determine which mathematical connection ability is better; students with high, medium or low self-regulated learning. This research was descriptive quantitative research. The instruments used in this research were questionnaire of self-regulated learning and written test of mathematical connection ability. The research samples consisted of 186 students who were studying at a state Junior High School in Sukoharjo Regency, Indonesia, with heterogeneous abilities. The data analysis technique used was one-way Anova with unbalanced cell and post hoc test using the Scheffe method. The results show that students with high self-regulated learning have better mathematical connection ability than students with medium and low self-regulated learning. Students with medium self-regulated learning have better mathematical connections ability than students with low self-regulated learning. In order to connect to each mathematical problem, students must first remember the problem, while to understand the problem, students must be able to make connections with topics related to the problem so that students’ efforts in finding solutions to mathematical problems are through self-regulated learning activities. When students have self-regulated learning, they will significantly improve their mathematical connection ability.