Promoting students self determination theory skill in merills first principle of instruction

Abstract

The self determination theory is the ability that allows an individual to choose and have several choices to determine an action. The problems experienced by the students related to SDT are the decreasing motivation of students to develop themselves, students are unable to be responsible and not sensitive to the feelings of others. The purpose of this study was to examine the differences in SDT achievement of MPK student self determination theory (high, medium and low). This research method was quasi experiment with Post-test Only Control Design. Subjects in the study were 124 students. The learning process was carried out through Merrill’s First Principles of Instruction and ordinary learning. The results shows that the average achievement of high, medium and low MPK on the self determination skill theory of students who received MFPI learning are better than those who received regular learning. In SDT indicator, autonomy and students relatedness who have high MPK are superior in comparison to medium and low MPK. The low MPK category is better on competence indicators compared to high MPK and medium MPK. MFPI learning should be an alternative learning for teachers in mathematics because in addition to improving student cognitive abilities.