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All Journal MES: Journal of Mathematics Education and Science Diskrit: Jurnal Inovasi Pendidikan Matematika
Jelia Arika
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Mathematics

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ANALISIS REGULASI EMOSI SISWA DITINJAU BERDASARKAN GENDER DALAM MENYELESAIKAN SOAL CERITA PADA SISWA KELAS VII UPTD SMP N 1 AEK KUASAN Jelia Arika; Syahriani Sirait
MES: Journal of Mathematics Education and Science Vol 11, No 2 (2026): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v11i2.13639

Abstract

This study aims to describe students’ emotional regulation based on gender in solving word problems on fraction material. This research employed a qualitative descriptive approach involving 27 seventh-grade students at UPTD SMP Negeri 1 Aek Kuasan, consisting of 16 male students and 11 female students . Data were collected through tests, questionnaires, observations, interviews, and documentation. The results showed that students' emotional regulation was categorized into high, medium, and low levels. Most students were in the medium category (40.7%), followed by high (29.6%) and low (29.6%) categories . Based on gender, female students tended to have better emotional regulation than male students, as indicated by a higher percentage in the high category. These findings indicate that emotional regulation plays an important role in helping students remain calm, focused, and systematic in solving mathematical word problems. Therefore, emotional aspects should be considered in mathematics learning, especially when dealing with complex problems.
ANALISIS REGULASI EMOSI SISWA DITINJAU BERDASARKAN GENDER DALAM MENYELESAIKAN SOAL CERITA PADA SISWA KELAS VII UPTD SMP N 1 AEK KUASAN Jelia Arika; Syahriani Sirait
MES: Journal of Mathematics Education and Science Vol 11, No 2 (2026): Edisi April
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/mes.v11i2.13639

Abstract

This study aims to describe students’ emotional regulation based on gender in solving word problems on fraction material. This research employed a qualitative descriptive approach involving 27 seventh-grade students at UPTD SMP Negeri 1 Aek Kuasan, consisting of 16 male students and 11 female students . Data were collected through tests, questionnaires, observations, interviews, and documentation. The results showed that students' emotional regulation was categorized into high, medium, and low levels. Most students were in the medium category (40.7%), followed by high (29.6%) and low (29.6%) categories . Based on gender, female students tended to have better emotional regulation than male students, as indicated by a higher percentage in the high category. These findings indicate that emotional regulation plays an important role in helping students remain calm, focused, and systematic in solving mathematical word problems. Therefore, emotional aspects should be considered in mathematics learning, especially when dealing with complex problems.
IMPLEMENTASI SELF-REGULATED LEARNING DALAM PEMBELAJARAN TEORI BILANGAN Anil Hakim Syofra; Jelia Arika
Diskrit: Jurnal Inovasi Pendidikan Matematika Vol. 2 No. 2 (2024): Juli 2024
Publisher : Program Studi Pendidikan Matematika, Universitas Asahan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the implementation of Self-Regulated Learning (SRL) in number theory learning and its impact on students' learning independence and conceptual understanding. The research employed a qualitative descriptive method with participants consisting of undergraduate students enrolled in a Number Theory course. Data were collected through observation, questionnaires, and learning outcome tests. The results showed that the implementation of SRL encouraged students to plan learning strategies, monitor understanding, and evaluate learning outcomes independently. Students demonstrated better engagement, increased responsibility for learning, and improved conceptual understanding of number theory topics. In conclusion, Self-Regulated Learning can be effectively implemented in number theory learning and contributes positively to students' independent learning skills and mathematical understanding.
Co-Authors Anil Hakim Syofra Syahriani Sirait