Influence of contextual-metacognitive on Self-Regulatory Strategies students in math IV

Abstract

The problem in this study is the low Self-Regulatory Strategies (SRS) of students in Mathematics IV. The purpose of this study is to determine the differences in SRS between students who get a contextual approach with a metacognitive strategy (PKM), contextual approach (PKT), and conventional approach (PKV). This research is an experiment. The subjects in this study were students of Civil Engineering STT Garut semester 4 of 2018 which consisted of three classes (groups). The experimental group-1 was given PKM, the experimental group-2 was given PKT, and the control group was given PKV. The instrument used was a SRS scale based on a Likert scale. Data analysis was performed with ANOVA test. The main results of this study are students who get PKM and PKT significantly better SRS than students who study with PKV. Based on these results, the researcher proposes: (1) the PKM and PKT approaches should continue to be developed and used as an alternative choice for lecturers in Mathematics IV daily lectures and (2) the application of the PKM and PKT approaches becomes input material for policy makers to develop intelligence potential college student.