Mathematics Self-Regulated Learning Profile Based on Learning Motivation and Students Perceptions of Online Mathematics Learning During the Covid-19 Pandemic Bill Chairy Rizki Bustaren (a*), Dadan Dasari (b*)
a) Mathematics Education Department, Indonesian University of Education, Jl. Dr. SetiaBudhi No. 229, Bandung 40154, Indonesia
*billchairyrizki[at]upi.edu
b) Mathematics Education Department, Indonesian University of Education, Jl. Dr. SetiaBudhi No. 229, Bandung 40154, Indonesia
*dadan.dasari[at]upi.edu
Abstract
Students basically have different motivations and perceptions in responding to the change in learning methods from offline to online during the Covid-19 pandemic. Especially in mathematics learning which demands concept construction and intense practice. Their motivation and perceptions may be corelated to their mathematics self-regulated learning profile. This study was aimed at analyzing the correlation between learning motivation and students perceptions of online mathematics learning towards the mathematics self-regulated learning profile. The sample consisted of 90 grade 10 and 11 high school students from several different schools in Bandung that were randomly selected. Researchers used a Likert scale questionnaire to collect data on students learning motivation, data on students perceptions of online mathematics learning and data on mathematics self-regulated learning profile.
Data analysis using SEM (Structural Equation Modelling) shows that: (1) there is a significant positive correlation between students perceptions of online mathematics learning and student learning motivation, (2) there is a significant positive effect between student learning motivation and mathematics self-regulated learning profile, (3) there is a positive but insignificant effect between students perceptions of online mathematics learning and mathematics self-regulated learning profiles, (4) there is a significant positive effect between learning motivation and students perceptions of online mathematics learning together on the mathematics self-regulated learning profile. The results also show that learning motivation and students perceptions are significant predictors of students mathematics self regulated learning profile. The findings in this study suggest that educators have to evaluate student learning motivation and perceptions of online mathematics learning that will be carried out so that students independence in learning mathematics online increases.
