Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students Through Mobile E-Learning Applications

Abstract

This study aims to determine the effect of self-regulated learning (SRL) on creative mathematics teaching through the "zoom" mobile e-learning applications. SRL is learning that refers to activities to control and regulate the learning process independently of students to find creative ideas. This quantitative research uses a quasi-experiment approach. Participants in this study were 53 students at a secondary school in Malang, Indonesia. Participants were divided into two groups, namely 26 students in the experiment group and 27 students in the control group—the grouping was based on the purposive random sampling technique. The design of this study used the Nonequivalent Pre-Test and Posttest Control-Group design because the implementation of SRL was only for the experimental group and the control group implied the conventional strategy. Still, both groups were given pre-test and post-test. The data analysis technique used t-test independent analysis to determine the effect of self-regulated learning on creative mathematics teaching in mobile e-learning applications. Data analysis using SPSS 23 application. The results show that the implementation of self-regulated learning provides success for creative mathematics teaching through the "zoom" mobile e-learning applications, where students offer many creative solutions for various forms of cube nets. This study suggests that educators consider implementing SRL strategies to increase students’ creativity in the "zoom" mobile e-learning applications.