Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
This study aims to determine the effect of self-regulated learning (SRL) on students' mathematical creativity through the "zoom" mobile e-learning application. 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—grouping based on the purposive random sampling technique. The design of this study used a Nonequivalent Pre-Test and Post-test Control-Group design because the implementation of SRL was only for the experiment group, but both groups carried out pre-test and post-test. The data analysis technique used paired T-test analysis to compare and identify students' creativity from the experiment and control groups. Data analysis using the SPSS 23 application. The results showed that students' creativity in the experiment group was higher than in the control group. In the experiment group, students provided many creative solutions for various shapes of cube nets. This research will provide educators with suggestions to consider implementing SRL strategies to increase students' creativity in “Zoom” e-learning applications.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Interactive Mobile Technologies (iJIM), v. 16, n. 19, p. 4-21
- Editora
- kassel university press
- Ano
- 2022 (2022-10-19)
- Idioma
- en
- Palavras-chave
- student self-regulation; mathematical creativity; mobile e-learning; Zoom; high school students; mathematics education; cube nets; creative problem solving
- Temas
- Resolução de Problemas
- DOI
- 10.3991/ijim.v16i19.32513
- ISSN
- 1865-7923
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
HIDAJAT, Flavia Aurelia. Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications. International Journal of Interactive Mobile Technologies (iJIM), v. 16, n. 19, p. 4-21, 2022. DOI: https://doi.org/10.3991/ijim.v16i19.32513.
APA
Hidajat, F. A. (2022). Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications. International Journal of Interactive Mobile Technologies (iJIM), 16(19), 4-21. https://doi.org/10.3991/ijim.v16i19.32513
BibTeX
@article{hidajat2022,
author = {Hidajat, Flavia Aurelia},
title = {Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications},
year = {2022},
journal = {International Journal of Interactive Mobile Technologies (iJIM)},
volume = {16},
number = {19},
pages = {4-21},
publisher = {kassel university press},
doi = {10.3991/ijim.v16i19.32513},
language = {en}
}RIS
TY - JOUR AU - Hidajat, Flavia Aurelia TI - Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications PY - 2022 JO - International Journal of Interactive Mobile Technologies (iJIM) VL - 16 IS - 19 SP - 4 EP - 21 DO - 10.3991/ijim.v16i19.32513 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
EPISTEMOLOGIA DO SENTIR: DISCUTINDO A APRENDIZAGEM SIGNIFICATIVA A PARTIR DO POSTULADO "FAZ SENTIDO SE SENTIR"
Revista Dynamis, v. 32, n. 1 · DOI 10.7867/1982-48662026e12953
Download disponível Baixar PDF na fonte: EPISTEMOLOGIA DO SENTIR: DISCUTINDO A APRENDIZAGEM SIGNIFICATIVA A PARTIR DO POSTULADO "FAZ SENTIDO SE SENTIR" (abre em nova aba) Acessar texto completo: EPISTEMOLOGIA DO SENTIR: DISCUTINDO A APRENDIZAGEM SIGNIFICATIVA A PARTIR DO POSTULADO "FAZ SENTIDO SE SENTIR" (abre em nova aba) -
Enseñanza de la matemática mediante resolución de problemas para potenciar competencias lógico-matemáticas y técnicas en estudiantes de octavo año
Explorador Digital, v. 10, n. 1 · DOI 10.33262/exploradordigital.v10i1.3611
Download disponível Baixar PDF na fonte: Enseñanza de la matemática mediante resolución de problemas para potenciar competencias lógico-matemáticas y técnicas en estudiantes de octavo año (abre em nova aba) Acessar texto completo: Enseñanza de la matemática mediante resolución de problemas para potenciar competencias lógico-matemáticas y técnicas en estudiantes de octavo año (abre em nova aba) -
The problem posing capacities of pre-service post-primary mathematics teachers: insights from an Irish university
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1851481
-
Desenho Universal para a Aprendizagem: Possibilidades Práticas para o Ensino de Análise Combinatória
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.24414