The Effect of Self-Regulated Learning On Students’ Critical Thinking Skills In PISA Mathematic Questions
DOI:
https://doi.org/10.30659/kontinu.10.2.%25pAbstract
The purpose of this study is examining self-regulated learning's effect on students' critical thinking skills in solving PISA-based math problems. The method used quantitative, especially an ex post facto research of 10th-grade students of SMAN 4 Kota Tangerang as the subject, with a sample of 76 students selected through the simple random sampling technique. Data were collected from questionnaires and essay questions. Data analysis was conducted with a simple linear regression test that met the classical assumptions. The hypothesis resulted in a value of 2,636 (tcalculated)>1,667 (ttable) with a significance value of 0,010 < 0,05 indicating of positive and significant effect between self-regulated learning and students’ critical thinking skills on PISA mathematics questions with an effect of 8,6% and the remaining variation is attributed to other factors such as basic mathematical skills, mathematical literacy, instructional models and methods, the learning environment, and student’s experience in solving contextual mathematics problem.
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