Relationship between self-regulated learning and mathematical connection ability in junior high school

Abstract

This research aimed to determine the relationship between self-regulated learning with mathematical connection ability of students at State Junior High School. The method used in this research is survey method with the correlation technique. The research sample was 91 samples of State Junior High Schools in Sukoharjo Regency, Central Java, Indonesia, with heterogeneous abilities. The instruments used in this research were written tests of mathematical connection abilities on triangles and quadrilateral material, and a set of self-regulated learning questionnaire statements. Data analysis of mathematical connection ability and self-regulated learning in this research is Pearson correlation analysis. The results of the research data analysis showed a positive correlation between self-regulated learning and student's mathematical connection ability. The contribution of self-regulated learning to students' mathematical connection ability is 18.8%. Students have good self-regulated learning can foster a strong desire to learn effectively, and they actively connect new knowledge with prior knowledge, thereby significantly improve their mathematical connection ability.