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All Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Pemberdayaan Masyarakat Journal of Islamic Education Counseling Tatar Pasundan: Jurnal Diklat Keagamaan Permata : Jurnal Pendidikan Agama Islam Ecobankers : Journal of Economy and Banking Eduprof
Barnawi, Barnawi
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Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Improving Students' Mathematical Self-Regulated Learning and Mathematical Flexibility with a Deep Learning Approach Munaji, Munaji; Rustika, Putik; Barnawi, Barnawi
Jurnal Pemberdayaan Masyarakat Vol 4, No 4 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i4.604

Abstract

The rapid development of science and technology demands a transformation in mathematics education to develop higher-order thinking skills. This study investigates the effectiveness of deep learning approaches in improving mathematical flexibility (MF) and mathematics self-regulated learning (MSRL) among grade 8 junior high school students in Indonesia. Employing a sequential explanatory mixed-methods design, this quasi-experimental study involved 99 students (68 experimental, 31 control) who completed pre-tests and post-tests measuring MF and MSRL. Quantitative data were analyzed using ANCOVA, t-tests, and regression analysis, followed by qualitative interviews and classroom observation to explain the findings. Results revealed that the deep learning approach significantly improved students' mathematical flexibility (t = 14.92, p 0.05), with an average gain of 4.27 points, but did not significantly improve MSRL (p = 0.165). Regression analysis demonstrated a significant positive relationship between MSRL and MF (r = 0.524, p 0.001), with MSRL accounting for 27.2% of the variance in mathematical flexibility. This study contributes to mathematics education research by providing empirical evidence that deep learning approaches effectively develop mathematical flexibility while highlighting the need for multifactorial interventions targeting affective and metacognitive dimensions to improve self-regulated learning.
Co-Authors Ahyani, Ahyani Al Ghozali, Muhammad Iqbal Al-Ghozali, Muhammad Iqbal Amirudin Amirudin Anggita, Nanda Athar, Daffa Aurellia Ballani, Simran Dapiah, Dapiah Fikriyah, Fikriyah Hardiansyah, Bilal Hendrawan Hendrawan Iffan Ahmad Gufron Inah, Tarsinah itriyani, Nur Jubaedi, Jubaedi Juhaedi, Edi Karjuni, Agus Khumaedilah, Thakfif Mashuri Mashuri Mehir, Saefuddaulah Munaji, Munaji Munajim, Ahmad Nurasih, Siti Pandu Probowati, Dwiya Endah Paturohman, Paturohman Prastio, M. Adam Pratama, Fidya Arie Pratama, Gama Puri, Rayanti Rustika, Putik Saepurrohman9, Riki Selasi, Dini Sukarnoto, Toto Triwulan, Novy Ubaydillah, Ragil Wiwi Winarti Yasin, Yasin