Self-regulated learning and problem-solving skills in sixth grade students at Ekayana Ehipassiko School South Tangerang

Ika Purnama Sari, Susanto Susanto, Vike Aprilianin Marwintaria Saputri

Abstract

Higher education plays an important role in shaping students' skills, character, and morals. Thus, there is a relationship between students' level of self-regulated learning and their problem-solving abilities. Students with a high level of self-regulated learning tend to have better problem-solving abilities than students with moderate or low levels of self-regulated learning. With self-regulated learning, students can be more independent in the learning process and able to overcome obstacles that may arise when solving problems. This study focuses on sixth-grade students at Ekayana Ehipassiko School BSD City, South Tangerang. This study uses a survey method with a quantitative approach. The data collection technique uses a questionnaire with a Likert scale. The research population included 44 respondents who were sampled from a population using a questionnaire as a data collection tool, which was carefully designed and in accordance with a quantitative approach to measure the level of influence between the two variables. In this study, there was one independent variable, namely self-regulated learning, and one dependent variable, namely problem solving in students. The results of this study show a positive and significant influence of 77.3% between the variable of self-regulated learning and the variable of problem solving in students. The magnitude of this influence can be seen from the results of a simple linear test which found a deterministic R square value of 0.773, which means that self-regulated learning influences problem solving and the remaining 22.7% is influenced by other factors.

Keywords

Self-Regulated Learning; Problem Solving

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DOI: https://doi.org/10.20961/ijsascs.v9i1.113291

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