Local Instructional Theory of Definite Integral Learning to Improve Prospective Mathematics Teachers’ Mathematical Problem-Solving Skills and Self-Regulated Learning

Abstract

Mathematical problem-solving skills and self-regulated learning (SRL) are essential components of effective mathematics education in the 21st century. But recent studies indicate that prospective mathematics teachers’ mathematical problem-solving skills and self-regulated learning in calculus, particularly in the topic of definite integrals, still remain at a low level. To solve this problem, this study tried to design a Local Instructional Theory (LIT) based on Realistic Mathematics Education (RME) on Definite Integrals learning. The LIT consist of Hypothetical Learning Trajectory (HLT), Lecturers’ book and prospective mathematics teachers’ book. This study is design research using Plomp model on the third phase (field test) using quasi-experimental approach (non-equivalent post-test only groups design). The participants of this study are 32 prospective mathematics teachers that divided into experimental and control group. The post-test consists of mathematical problem-solving skills test and self-regulated learning questionnaire. Based on the post-test, the data was analyzed using the compare means test with prerequisite test done first, namely normality and homogeneity test. The result shows that the LIT based on RME is effective to improve students’ mathematical problem-solving skills and all of the aspect of mathematical problem-solving skills. For the self-regulated learning, there is no significant effect of using LIT based on RME, only in goal setting and task strategies aspect.