Self-Regulated Learning in Designing Explorative Learning Tools Among Mathematics Pre-service Teachers through Explorative Module

Abstract

This study is back grounded by the importance of self- regulated learning in mathematics pre-service teachers. By possessing self-regulated, students will be able to evaluate learning process, set learning target, arrange the strategy in learning to achieve the goal, search relevant supporting materials for the lectures and show self efficacy. One task which play a role to make students successful to become professional teacher is by creating explorative learning tools. The development of this explorative tools very support learning activity process in class. This study aims to see to what extent self-regulated learning among students in developing explorative learning tools. The method of study is experimental quasi by treatment which is initiated with explorative learning and then explorative module learning is given to one class. The subjects in this study are students of mathematics department with total of 21 students, consist of 4 males and 17 females. Quantitative analysis was performed using the average difference test. The result of study shows that the average of students’ self-regulated learning after treatment is in good category and there is significant difference in self regulated learning before and after treatment. It can be concluded that these treatment give good contribution to develop students’ self-regulated learning.