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Mathematical Literacy Based On Student’s Self-Regulated Learning by Flipped Classroom with Whatsapp Module

Unnes Journal of Mathematics Education Research · Vol. 8 No. 2 (2019) · hlm. 125–132

ISSN
2502-4507, 2252-6455
Terbit
2019-01-07
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Mathematical literacy and self regulated learning are important for students to recognize the role of mathematics in life and effectively manage student’s abilities in learning. This study aims to (1) determine the effectiveness of flipped classroom with whatsapp module on student mathematical literacy, (2) describe mathematical literacy based on self regulated learning by flipped classroom with whatsapp module. This research is mixed method type Pre-Experimental Design type One-Group Pretest-Posttest Design. The research subjects were class VII students of Al Azhar Islamic Junior high school 23 Semarang. Based on the results of the study it was obtained that flipped classroom learning with whatsapp module was effective against mathematical literacy. Students with high self regulated learning experience stabilization in mastering the seven aspects of the mathematical literacy process very well. Students with medium self regulated learning, increased in communication, representation, using symbolic, formal and technical language and operation and using mathematic, and can be mastered very well, while other aspects are well mastered. Students with low self regulated learning, increased in mastering three aspects well, namely communication, representation, using symbolic, formal and technical language and operation and using mathematic tools. On the mathematising and devising aspects of strategies for solving problems can be mastered with sufficient categories. While the reasoning and argument aspects of students are still lacking in mastering it.

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  • State University of Semarang
  • University of Brawijaya
  • IAIN Syekh Nurjati Cirebon
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  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Putriaji HendikawatiState University of Semarang7
Sugiman SugimanAfiliasi tidak diketahui6
Kartono KartonoState University of Semarang6
Mulyono MulyonoAfiliasi tidak diketahui5
Isnarto IsnartoState University of Semarang5
Masrukan MasrukanState University of Semarang4
St. Budi WaluyaAfiliasi tidak diketahui4
Wardono WardonoAfiliasi tidak diketahui4
Mohammad AsikinState University of Semarang3
Kristina WijayantiState University of Semarang3
Budi WaluyaAfiliasi tidak diketahui3
Farida NursyahidahState University of Semarang2
Zaenuri ZaenuriState University of Semarang2
Yuninda Diah PratiwiAfiliasi tidak diketahui2
Endang SetyowatiUniversity of Brawijaya2
Dwijanto DwijantoState University of Semarang2
YL SukestiyarnoState University of Semarang2
Kartika Sari AsihAfiliasi tidak diketahui2
Kristina WijayantiAfiliasi tidak diketahui2
WardonoState University of Semarang1
Wardono WardonoState University of Semarang1
Muhamad Irwan HaqiqiAfiliasi tidak diketahui1
Agus YuliantoState University of Semarang1
Dwi Agung FitriantiAfiliasi tidak diketahui1
Yenrika Kurniati RahayuAfiliasi tidak diketahui1
Mikke Novia IndrianiAfiliasi tidak diketahui1
Onwardono Rit RiyantoIAIN Syekh Nurjati Cirebon1
Dian BayujagaAfiliasi tidak diketahui1
Sri Ady AstutiAfiliasi tidak diketahui1
Imanuel ImanuelAfiliasi tidak diketahui1
Dwi Indah Ratri RatnasariAfiliasi tidak diketahui1
Tutik WijayantiAfiliasi tidak diketahui1
Masrukhi MasrukhiAfiliasi tidak diketahui1
Arief AgoestantoAfiliasi tidak diketahui1
Vinda KhasmarawatiAfiliasi tidak diketahui1
Raras Setya AstutiAfiliasi tidak diketahui1
Nur MaliyaAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujmer/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Mathematical Literacy Based On Student’s Self-Regulated Learning by Flipped Classroom with Whatsapp Module</dc:title>
	<dc:creator>Ricky Fahmy, Ahmad Faridh</dc:creator>
	<dc:creator>Sukestiyarno, Sukestiyarno</dc:creator>
	<dc:creator>Mariani, Scolastika</dc:creator>
	<dc:description xml:lang="en-US">Mathematical literacy and self regulated learning are important for students to recognize the role of mathematics in life and effectively manage student’s abilities in learning. This study aims to (1) determine the effectiveness of flipped classroom with whatsapp module on student mathematical literacy, (2) describe mathematical literacy based on self regulated learning by flipped classroom with whatsapp module. This research is mixed method type Pre-Experimental Design type One-Group Pretest-Posttest Design. The research subjects were class VII students of Al Azhar Islamic Junior high school 23 Semarang. Based on the results of the study it was obtained that flipped classroom learning with whatsapp module was effective against mathematical literacy. Students with high self regulated learning experience stabilization in mastering the seven aspects of the mathematical literacy process very well. Students with medium self regulated learning, increased in communication, representation, using symbolic, formal and technical language and operation and using mathematic, and can be mastered very well, while other aspects are well mastered. Students with low self regulated learning, increased in mastering three aspects well, namely communication, representation, using symbolic, formal and technical language and operation and using mathematic tools. On the mathematising and devising aspects of strategies for solving problems can be mastered with sufficient categories. While the reasoning and argument aspects of students are still lacking in mastering it.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2019-01-07</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujmer/article/view/27958</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education Research; Vol 8 No 2 (2019): December 2019; 125-132</dc:source>
	<dc:source>2502-4507</dc:source>
	<dc:source>2252-6455</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujmer/article/view/27958/14568</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2019 Unnes Journal of Mathematics Education Research</dc:rights>
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