Profile of self-regulated learning in web-based learning for mathematics education students of university of bengkulu Syafdi Maizora (a*), Dadang Juandi (b), Effie Efrida Muchlis (a), Mela Aziza (c)
a) Mathematics education, University of Bengkulu
Jl. WR. Supratman, Kandang Limun, Bengkulu 38371, Indonesia
*syafdiichiemaizora[at]unib.ac.id
b) Mathematics education, Indonesia University of Education
Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia
c) Tadris Matematika, Universitas Islam Negeri Fatmawati Sukarno, Bengkulu, Indonesia
Abstract
This study aimed to describe the profile of self-regulated learning in web-based learning assisted by geogebra. This research was a descriptive qualitative research. The instrument used was a questionnaire. 70 students of mathematics education class 2020 were given 4 sessions of learning, then they filled out a questionnaire consisting 7 questions about independent study. The results of the study stated almost all students of mathematics education class 2020 already knew the rules of independent learning for each credit. Most of them had been doing self-regulated learning, some have done it on a scheduled basis in the evening a day before the scheduled meeting. Distance learning that involved students^ independent learning by designing web-based learning using geogebra on a plane and space geometry was preferred by the students than distance learning which was done in general. Students carried out independent learning very well due to the encouragement of learning method that had been designed independently, namely web-based learning assisted by the geogebra application.
