The Effect of Project-Based Learning with Realistic Mathematics Approach on Students Self-regulated learning

  • Ari Fujiarti Pendidikan Dasar Sekolah Pascasarjana Universitas Pendidikan Indonesia, Bandung, Indonesia
  • Sufyani Prabawanto Departemen Pendidikan Matematika FPMIPA UPI, Bandung, Indonesia
Keywords: Project-Based Learning, Realistic Mathematics Education, Self-Regulated Learning

Abstract

This study aims to find out how the effect of the project-based learning model with a realistic mathematics education approach on students' self-regulated learning independence. This research was a quasi-experimental study with a non-equivalent control group design. The population of this study was all fifth-grade students of the public elementary school in the Sumedang Utara district, Sumedang Regency. The sample in this study was the fifth-grade students from two public elementary schools in the Sumedang Utara district, Sumedang Regency. Fifth-grade students from one public elementary school were designated as the experimental group, whereas fifth-grade students from another public elementary school were designated as the control group. The instruments in this study were a self-regulated learning scale using a Likert scale, observation guidelines, student daily journals, and field notes. The results of this study indicate that with a significance level of = 0.05 (5%) the project-based learning model with the Realistic Mathematics Education approach can improve students self-regulated learning

Published
2021-04-12
How to Cite
FujiartiA., & PrabawantoS. (2021). The Effect of Project-Based Learning with Realistic Mathematics Approach on Students Self-regulated learning. International Conference on Elementary Education, 3(1), 392-397. Retrieved from http://proceedings2.upi.edu/index.php/icee/article/view/1491