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All Journal Delta-Pi : Jurnal Matematika dan Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) REFLEKSI EDUKATIKA Jurnal Elemen Edumatsains POLYGLOT MaPan : Jurnal Matematika dan Pembelajaran JOHME: Journal of Holistic Mathematics Education Journal of Honai Math PEDAGOGIK : JURNAL PENDIDIKAN Teorema: Teori dan Riset Matematika Jurnal Basicedu DIDAKTIKA : Jurnal Kependidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika de Fermat : Jurnal Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Range : Jurnal Pendidikan Matematika Didaktika: Jurnal Kependidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Pendidikan MIPA Journal on Mathematics Education
Soesanto, Robert Harry
Universitas Pelita Harapan
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Implementasi Video Pembelajaran terhadap Kemampuan Pemecahan Masalah Matematis Mahasiswa dalam Pembelajaran Daring Kalkulus Integral Kurnia Putri Sepdikasari Dirgantoro; Robert Harry Soesanto; R. H. Yanti Silitonga
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 7, No 2 (2021)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v7i2.2130

Abstract

Mathematical problem-solving abilities need to be owned by prospective mathematics teachers so that they can teach it to their students later. Integral Calculus course is a course that students need to understand the next course, as well as a course that is closely related to school mathematics. This study aims to look at the significance difference in students problem-solving ability related to video learning implementation. The research design used was a nonequivalent control group design with the subject of 71 mathematics education students from two universities in Indonesia. The instrument used was a calculus prior knowledge test and mathematical problem-solving test, each of which consisted of 3 questions. Based on the statistical test, it was found that the mathematical problem-solving abilities of the two research groups differed significantly. The subject group who used the instructional video had better problem-solving abilities than the subject group whose learning used virtual face-to-face
KEAKURATAN UMPAN BALIK ASESMEN TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA PENGERJAAN FORMATIF SECARA DARING Shiela Gunawan; Robert Harry Soesanto
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 13, No 1 (2022): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Desember 2022)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v13i1.6852

Abstract

The purpose of this study is to discuss the accuracy of feedback assessments on student learning outcomes cognitively, especially in carrying out formative tests during online learning.The research method used is descriptive qualitative. The research was conducted for 8 weeks at a private junior high school located in the city of Tangerang, in the July-August 2021 range. The research instruments used were observation and documentation sheets which had been validated by 3 lecturers who handled the field experience program being carried out. At the observation stage, it is shown how the teacher provides feedback on students' formative tests. From the results of these observations, the researcher then carried out formative tests and provided feedback which was arranged in detail according to the mistakes made by each student. After that, researchers compared it to student learning outcomes. Furthermore, it is documented and presented in the form of pictures.The results of the study found that providing accurate feedback is very important to improve learning outcomes, especially the cognitive domain of students in working on formative tests. This is reflected in the accuracy of providing student assessment feedback through the work of student formative tests. Through this research, students' cognitive learning outcomes can be increased by providing teacher feedback. The conclusion of this study is that teachers need to consider the quality of the descriptive words used in providing feedback.
Upaya guru meningkatkan motivasi belajar siswa kelas XII melalui penerapan metode contextual teaching and learning pada pembelajaran matematika Johanes Pardamean Saragih Simarmata; Robert Harry Soesanto
Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/dpi.v12i1.5219

Abstract

Motivasi belajar berperan signifikan untuk meningkatkan hasil belajar siswa. Sebab motivasi belajar merupakan tenaga yang berperan sebagai pendorong, pengarah, dan penggerak untuk mencapai tujuan pembelajaran. Nyatanya, motivasi belajar siswa masih menjadi masalah dalam pembelajaran. Berdasarkan penelitian yang dilakukan pada siswa kelas XII di sebuah sekolah di kawasan Lampung, ditemukan rendahnya motivasi belajar siswa. Hasil observasi menunjukkan rendahnya konsetrasi belajar, yang ditandai dengan hanya 61,4% siswa yang memiliki konsentrasi belajar yang baik. Salah satu cara yang dapat digunakan adalah melalui pemilihan metode yang tepat. Contextual Teaching and Learning (CTL) merupakan salah satu metode yang dapat meningkatkan motivasi belajar siswa. Adapun penelitian ini dilakukan dengan menggunakan metode kualitatif deskriptif dengan tujuan memaparkan upaya guru dalam meningkatkan motivasi belajar siswa kelas XII melalui penerapan metode CTL pada pembelajaran. Instrumen yang digunakan berupa kuesioner dan lembar penilaian afektif siswa. Hasil penelitian menunjukkan adanya peningkatan motivasi belajar siswa. Pada penerapan pertama terjadi peningkatan sebesar 6,9% menjadi 60,2%. Selanjutnya pada penerapan kedua terjadi peningkatan sebanyak 11,9 % menjadi 72,1%. Lalu pada penerapan ketiga terjadi peningkatan sebanyak 19,13% menjadi 91,23%. Berdasarkan hasil penelitian menunjukkan penggunaan metode CTL dapat meningkatkan motivasi belajar siswa.
Upaya Membangun Kedisplinan melalui Media Wordwall dalam Pembelajaran Daring pada Siswa Sekolah Dasar Sinaga, Yunita Margareta; Soesanto, Robert Harry
Jurnal Basicedu Vol. 6 No. 2 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i2.1617

Abstract

Sikap indisipliner siswa merupakan salah satu masalah yang timbul akibat dari kemajuan teknologi pada pembelajaran daring. Ditemukan beberapa bentuk sikap indisipliner siswa berdasarkan pengamatan yang dilakukan di salah satu sekolah di Jakarta pada kelas 3 SD yang ditunjukkan dengan tidak menaati peraturan yang berlaku di kelas selama pembelajaran daring. Dalam mengatasi hal tersebut, media pembelajaran berbasis teknologi menjadi salah satu upaya membangun kedisiplinan siswa. Dengan demikian, tujuan penulisan ini adalah untuk mendeskripsikan upaya membangun kedisiplinan melalui media wordwall dalam pembelajaran daring pada siswa kelas 3 SD. Mengacu pada metode yang digunakan yakni deskriptif kualitatif, penerapan media wordwall memberi dampak pada perilaku siswa. Siswa menjadi lebih teratur dan terbiasa patuh akan peraturan sehingga menghasilkan kebiasan baik yang pada akhirnya membentuk karakter disiplin. Penerapan media wordwall merupakan cerminan dari sikap bertanggung jawab atas perintah Tuhan untuk mengelola segala sesuatu termasuk teknologi dengan bijaksana. Oleh karena itu, kiranya media wordwall dapat digunakan secara maksimal karena fitur-fitur­ yang menarik sudah tersedia dan tidak memungut biaya apapun.
UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SOAL NON-RUTIN PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DENGAN PENERAPAN METODE PEER TUTORING [EFFORTS IN IMPROVING MATHEMATICAL PROBLEM-SOLVING SKILLS OF NON-ROUTINE PROBLEMS OF ONE-VARIABLE LINEAR EQUATIONS AND INEQUALITIES BY IMPLEMENTING THE PEER TUTORING METHOD] Thamsir, Thalia; Silalahi, Destya Waty; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol 3, No 1 (2019): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i1.927

Abstract

The purpose of learning mathematics is to obtain life skills through problem solving. Problem solving skills are one of mathematics skills that must be possessed by students. The result of the pre-cycle in this research showed that 83.33% of students had not achieved the minimum predicate “B-” in solving non-routine problems. It proved that students’ abilities in mathematics problem solving in non-routine problems were still low. During the pre-cycle, the researcher also observed some students who were not brave enough yet to ask questions of the teacher directly during the learning process. Besides that, almost all the students still had high individualistic and low awareness. Based on the problems that happened in the class, the researcher offered the peer tutoring method as a solution to improve students’ mathematical problem-solving skills in non-routine problems. The research method used in this research was Classroom Action Research using the Kemmis and McTaggart model. The instruments used in this research were tests, observation sheets, students’ questionnaires, and journal reflections. Based on the data analysis, students’ mathematical problem-solving skills in non-routine problems improved to 29.17% by implementing the peer tutoring method with the steps (1) choosing the tutors, (2) guiding the tutors, (3) students doing the tutoring activity, and (9) evaluating the learning processBAHASA INDONESIA ABSTRAK: Tujuan dari mempelajari matematika ialah untuk memperoleh kecakapan hidup salah satunya melalui pemecahan masalah. Kemampuan pemecahan masalah merupakan salah satu standar kemampuan matematika yang harus dimiliki oleh siswa. Hasil tes pra siklus pada penelitian ini menunjukkan sebanyak 83.33% siswa belum mampu mencapai predikat minimal ‘B-’ dalam menyelesaikan soal non-rutin. Ini membuktikan bahwa kemampuan pemecahan masalah matematis siswa pada soal non-rutin masih kurang. Selama pra siklus berlangsung, peneliti juga mengamati beberapa siswa belum berani untuk bertanya langsung kepada guru selama proses pembelajaran berlangsung. Selain itu, sebagian besar siswa masih memiliki sikap individualis yang tinggi dan juga rasa kepedulian antar siswa masih rendah. Berdasarkan masalah yang terjadi di dalam kelas tersebut maka peneliti menawarkan metode peer tutoring sebagai solusi untuk meningkatkan kemampuan pemecahan masalah matematis siswa pada soal non-rutin. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas dengan model Kemmis dan Mc. Taggart. Instrumen yang digunakan pada penelitian ini adalah tes, lembar observasi, angket siswa dan jurnal refleksi. Berdasarkan analisis data, kemampuan pemecahan masalah matematis siswa pada soal non-rutin mengalami peningkatan hingga 29,17% menggunakan metode peer tutoring dengan langkah-langkah penerapan yaitu (1) memilih tutor, (2) membimbing tutor, (3) siswa melakukan kegiatan tutorial, dan (4) mengevaluasi pembelajaran
KEYAKINAN MATEMATIS DAN KEMANDIRIAN BELAJAR MAHASISWA PADA PROGRAM STUDI PENDIDIKAN MATEMATIKA [MATHEMATICAL BELIEFS AND THE SELF-REGULATED LEARNING OF STUDENTS IN A MATHEMATICS EDUCATION STUDY PROGRAM] Soesanto, Robert Harry; Rahayu, Wardani; Kartono, Kartono
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.2637

Abstract

In general, integral calculus courses are difficult for students because the problems involved require strong problem-solving skills. For university students, integral calculus courses also require them to do self-regulated, or independent, learning. Another aspect that makes learning difficult for these students is their mathematical beliefs and prior knowledge. This study aims to see how different types of mathematical beliefs affect self-regulated learning in terms of students' prior knowledge. This research was conducted on students in a mathematics education study program at a private university in Tangerang with a sample of 120 students. This research is an ex post facto quantitative study using a two factorial design. The variables in this study consisted of independent variables in the form of mathematical beliefs, the moderator variable in the form of students’ prior knowledge, and the dependent variable in the form of self-regulated learning. The results obtained are: (1) self-regulated learning by students with logical consistency mathematical beliefs is higher than students with memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and prior knowledge towards self-regulated learning, (3) student in the high prior knowledge gorup logical consistency beliefs had higher self-regulated learning than students with memorized and procedural beliefs, and (4) self-regulated learning in the low mathematics prior knowledge group with logical consistency beliefs is lower than students with memorized and procedural beliefs.BAHASA INDONESIA ABSTRACT: Mata kuliah kalkulus integral pada umumnya masih menjadi kesulitan bagi mahasiswa karena permasalahan yang terkandung membutuhkan pemecahan masalah yang kuat. Kalkulus integral juga membutuhkan kemandirian belajar bagi mahasiswa yang mempelajarinya. Hal lain yang menjadi kesulitan mahasiswa adalah faktor keyakinan matematis dan pengetahuan awal matematis. Penelitian ini bertujuan untuk melihat perbedaan jenis keyakinan matematis terhadap kemandirian belajar mahasiswa ditinjau dari pengetahuan awal matematisnya. Penelitian ini dilakukan terhadap mahasiswa program studi pendidikan Matematika pada salah satu universitas swasta di Tangerang dengan sampel yang digunakan sebanyak 120 orang. Penelitian ini merupakan penelitian kuantitatif ex post facto dengan menggunakan desain dua faktorial. Variabel pada penelitian ini terdiri dari variabel bebas berupa keyakinan matematis, variabel moderator berupa pengetahuan awal matematis, dan variabel terikat berupa kemandirian belajar. Hasil penelitian yang didapatkan adalah: (1) mahasiswa dengan keyakinan logical consistency memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, (2) terdapat interaksi antara keyakinan matematis dan pengetahuan awal matematis (PAM) terhadap kemandirian belajar mahasiswa, (3) mahasiswa pada kelompok PAM tinggi dengan keyakinan logical consistency memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, dan (4) mahasiswa pada kelompok PAM rendah dengan keyakinan logical consistency memiliki kemandirian belajar lebih rendah daripada mahasiswa dengan keyakinan hafalan dan prosedural.
PENERAPAN METODE BERCERITA BAGI KEMAMPUAN NUMERASI SISWA USIA DINI DALAM PEMBELAJARAN TEMATIK [APPLICATION OF THE STORY METHOD FOR EARLY STUDENT NUMERATION ABILITY IN THEMATIC LEARNING] Sarwuna, Yostinawely; Ani, Yubali; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol 7, No 1 (2023): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v7i1.6468

Abstract

Based on the results of observations made at a Christian Kindergarten in Tangerang, it was found that there was an unevenness in the numeracy abilities of early-age students. Some students already have the ability to count numbers 1 and 3, but some others do not. Therefore, it is necessary to introduce numeracy skills by the teacher so that students have an even numeracy ability. The purpose of writing this scientific work is to describe the application of the storytelling method to the numeracy skills of early-age students in thematic learning. The research method used is descriptive qualitative research method. Based on the results of the discussion, it was found that the application of the storytelling method was carried out in six stage’s that were closely related to the introduction of numeracy skills, namely making preparations before learning, checking readiness and providing motivation to students, actively involving students, telling stories with attention to language, developing, and checking student understanding.  Through the application of the six stages of the storytelling method in thematic learning it can help teachers to assess and confirm the level of numeracy abilities of early age students. The next suggestion is to pay attention to various indicators of numeracy skills that have not been studied and to pay attention to the time allocation in teaching so that the effectiveness of the six stages of the storytelling method can be assessed.BAHASA INDONESIA ABSTRACT: Berdasarkan hasil observasi yang dilakukan pada salah satu Taman Kanak-kanak Kristen di Tangerang ditemukan ketidakrataan kemampuan numerasi siswa usia dini. Beberapa siswa telah memiliki kemampuan membilang bilangan 1 dan 3 namun beberapa lainnya belum. Oleh sebab itu, diperlukan pengenalan kemampuan numerasi oleh guru agar siswa memiliki kemampuan numerasi yang merata. Tujuan penulisan karya ilmiah ini adalah memaparkan penerapan metode bercerita bagi kemampuan numerasi siswa usia dini dalam pembelajaran tematik. Metode penelitian yang digunakan adalah metode penelitian deskriptif kualitatif. Berdasarkan pemaparan hasil pembahasan ditemukan penerapan metode bercerita dilakukan dalam enam tahapan yang berkaitan erat dengan pengenalan kemampuan numerasi yaitu melakukan persiapan sebelum pembelajaran, mengecek kesiapan dan memberikan motivasi kepada siswa, melibatkan siswa secara aktif, bercerita dengan memperhatikan bahasa, melakukan pengembangan, dan mengecek pemahaman siswa. Melalui penerapan keenam tahapan metode bercerita dalam pembelajaran tematik dapat membantu guru untuk menilai serta mengkonfirmasi tingkatan kemampuan numerasi siswa usia dini.  Adapun saran selanjutnya adalah memperhatikan berbagai indikator kemampuan numerasi yang belum dikaji serta memerhatikan alokasi waktu dalam melakukan pengajaran sehingga keenam tahapan metode bercerita dapat dinilai keefektifannya.
PERAN GURU KRISTEN DALAM MENUNTUN SISWA MEMANDANG MATEMATIKA [THE ROLE OF CHRISTIAN TEACHERS IN GUIDING STUDENTS TO VIEW MATHEMATICS] Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol 5, No 1 (2021): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v5i1.3363

Abstract

Mathematics is a subject that is considered a scourge by most students. They think that mathematics is difficult, complicated, and boring. However, if we look at the process of creation, everything in this universe (including mathematics) is God's creation and everything is really good. This truth needs to be revealed to students by the mathematics teacher. Unfortunately, many math teachers make students dislike mathematics. Therefore, this paper aims to describe the role of Christian mathematics teachers to guide students in viewing mathematics according to God's perspective. The research method used is the literature study method. The results of this study indicate that the role of Christian mathematics teachers includes: (1) appreciating and exploring mathematics first; (2) developing the four teacher competencies; and (3) understand the objectives of learning mathematics. Christian mathematics teachers also need to be careful not to fall into the sin of idolatry and pride by asking the Holy Spirit for help to be enabled in each of their ministries.BAHASA INDONESIA ABSTRACT: Matematika merupakan salah satu mata pelajaran yang dianggap momok oleh siswa. Siswa menganggap bahwa matematika itu sulit, rumit, dan membosankan. Namun jika melihat pada proses penciptaan maka segala yang ada di alam semesta ini (termasuk matematika) merupakan ciptaan Allah dan semuanya sungguh amat baik. Kebenaran ini perlu disingkapkan kepada siswa oleh guru matematika. Namun, banyak guru matematika yang justru membuat siswa tidak menyukai matematika. Oleh sebab itu, tulisan ini bertujuan untuk memaparkan peran guru matematika Kristen di dalam menuntun siswa dalam memandang matematika sesuai dengan cara pandang Allah. Adapun metode penelitian yang digunakan adalah metode studi kepustakaan. Hasil penelitian ini memaparkan bahwa peran guru matematika Kristen meliputi: (1) mengapresiasi dan menjelajahi matematika terlebih dahulu; (2) mengembangkan keempat kompetensi guru; serta (3) memahami tujuan pembelajaran matematika. Guru matematika Kristen juga perlu berhati-hati agar tidak jatuh ke dalam dosa penyembahan berhala dan kesombongan dengan meminta pertolongan kepada Roh Kudus agar dimampukan dalam setiap pelayanannya. 
STIMULUS KEAKTIFAN SISWA MELALUI PENERAPAN MEDIA INTERAKTIF PADA PEMBELAJARAN MATEMATIKA SECARA DARING [STIMULATING THE ACTIVENESS OF STUDENTS THROUGH THE IMPLEMENTATION OF INTERACTIVE MEDIA IN ONLINE MATHEMATICS LEARNING] Manoi, Gledis; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol 6, No 1 (2022): June
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v6i1.4602

Abstract

The activeness of students is important and fundamental to support the effectiveness of online mathematics learning. However, the reality shows that students often lack courage and enthusiastism in asking and answering questions, conveying understanding, and being less involved in doing assignments. Some of these indicate that students are less active in learning mathematics online. One of the efforts that teachers can make is through the application of various interactive media. Therefore, this paper aims to review and examine the implementation of various interactive media as an effort to stimulate the activeness of the students in online mathematics learning. Using descriptive qualitative research methods, it is evident that the implementation of various interactive media can enourage students to be active in online mathematics learning. The implementation of  various interactive media make students pay attention, so they can be encouraged to be actively involved in the learning process. Thus, students can be led to maximaze themselves in every opportunity to glorify God, including in the mathematics learning process. In the application of interactive media, teachers are advised to record every development of student responses for the improvement and development of interactive media.BAHASA INDONESIA ABSTRACT: Keaktifan siswa menjadi hal penting dan mendasar yang dapat menunjang keefektifan pembelajaran matematika secara daring. Namun, kenyataan menunjukkan bahwa siswa sering kurang berani dan antusias dalam bertanya, menjawab, menyampaikan pemahaman, serta kurang terlibat dalam mengerjakan tugas. Beberapa hal tersebut menunjukkan bahwa siswa kurang aktif dalam pembelajaran matematika secara daring. Salah satu upaya yang dapat dilakukan guru dalam mendorong keaktifan siswa adalah melalui penerapan media interaktif yang bervariasi. Olehnya tulisan ini bertujuan meninjau dan mengkaji penerapan media interaktif sebagai upaya yang dapat menstimulus keaktifan siswa pada pembelajaran matematika secara daring. Melalui metode kualitatif deskriptif, diketahui bahwa penerapan media interaktif yang bervariasi dapat mendorong siswa menjadi aktif dalam pembelajaran matematika secara daring. Media interaktif yang bervariasi menarik perhatian siswa sehingga mendorong siswa terlibat aktif dalam pembelajaran. Dengan demikian, siswa dapat dituntun untuk memaksimalkan diri dalam setiap kesempatan untuk memuliakan Allah, termasuk dalam pembelajaran matematika. Dalam penerapan media interaktif, guru disarankan mencatat setiap perkembangan respon siswa guna perbaikan dan pengembangan media interaktif.
Analysis of Self-Regulated Learning of Students in Mathematics Education Study Program in Number Theory Course Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 10, No 1 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v10i1.7812

Abstract

The number theory is the first mathematics content course in the UPH FIP Mathematics Education study program, which does not have a response class. The response class was conducted as a companion to four content subjects with close relations with school mathematics content, namely Calculus 1, Calculus 2, Geometry, and Linear Algebra. Based on the questionnaire that has been distributed, prospective mathematics teachers consider that the response class is beneficial for them in attending lectures and in exploring related mathematical concepts. However, on the other hand, students inevitably have to go back to learning to be determined with the response class. The implication is that students' self-regulated learning will not develop optimally. However, self-regulated learning is an essential aspect that prospective teachers need to have. This research was conducted to see how self-regulated learning of future mathematics teachers in number theory courses. The research instruments used are questionnaires, the scale of self-regulated learning, and interviews. This research is a qualitative descriptive study. The results of this study are that most students have a moderate level of learning independence. The aspects or indicators of learning independence that need special attention are setting learning goals/targets. Prospective teacher students need to continue to train and develop their learning independence to become professional teachers who continue to develop along with the times.
Co-Authors Asihlya Sandu Banjarnahor, Evander Bermuli, Jessica Elfani Bernardinus Dickson Carnegie Maloring Danang Setyadi Desri Kristina Silalahi Destya Waty Silalahi, Destya Waty Dylmoon Hidayat Friskilia Maharani Harefa, Alwin Dwi Sastra Kelana Helti Lygia Mampouw Jacob Stevy Seleky Johanes Pardamean Saragih Simarmata Kartono , Kurnia Putri Sepdikasari Dirgantoro Manoi, Gledis Oce Datu Appulembang, Oce Datu Olang, Jemry Bernabas Priyanti, Neng R. H. Yanti Silitonga R. H. Yanti Silitonga Sarwuna, Yostinawely Shiela Gunawan Sil Gretzia Wolori Silitonga, R. H. Yanti Sinaga, Yunita Margareta Sitorus, Monika Yosevin Sylvia Primulawati Tanti Listiani, Tanti Thamsir, Thalia Tia Aulia Putri Sadeva Wardani Rahayu Wilfridus Beda Nuba Dosinaeng Yanti Yanti Yanti Yubali Ani, Yubali Yunita Margareta Sinaga