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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura JIPM (Jurnal Ilmiah Pendidikan Matematika) Pedagogia: Jurnal Pendidikan Jurnal Elemen Al Ibtida: Jurnal Pendidikan Guru MI AKSIOMA Journal of Medives IJIET (International Journal of Indonesian Education and Teaching) HISTOGRAM: Jurnal Pendidikan Matematika Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika REiD (Research and Evaluation in Education) Jurnal Edukasi: Kajian Ilmu Pendidikan MaPan : Jurnal Matematika dan Pembelajaran Pi: Mathematics Education Journal Indonesian Journal of Science and Mathematics Education Numeracy : Jurnal Ilmiah Pendidikan Matematika Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math Pendas : Jurnah Ilmiah Pendidikan Dasar MATEMATIKA DAN PEMBELAJARAN Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Riset Pendidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Educational Research and Evaluation International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JETL (Journal Of Education, Teaching and Learning) JPM : Jurnal Pendidikan Matematika JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika PRISMATIKA: Jurnal Pendidikan dan Riset Matematika International Journal of Insights for Mathematics Teaching (IJOIMT) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Academia Open Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Jambura Journal of Mathematics Education Journal of Mathematics Education and Science Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Journal for Lesson and Learning Studies Journal of Integrated Elementary Education Indonesian Journal of Education Methods Development Pedagogy : Jurnal Pendidikan Matematika Proceedings of The ICECRS Procedia of Social Sciences and Humanities Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Pi: Mathematics Education Journal Journal Focus Action of Research Mathematic (Factor M) Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Infinity Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Mathematics Education Journal
Mohammad Faizal Amir
Universitas Muhammadiyah Sidoarjo
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Metacognitive approach based on differences in self-regulated learning skills toward mathematical reflective thinking for primary school students Cahyani, Nafisa Fitri; Amir, Mohammad Faizal; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i1.26157

Abstract

Mathematical reflective thinking, a cornerstone of deep comprehension and effective problem-solving, frequently presents student challenges. This research explores the efficacy of a metacognitive strategy, examining its influence on primary school students' mathematical reflective thinking, particularly considering variations in Self-Regulated Learning (SRL) abilities. This research employed the quantitative methodology with a quasi-experimental design, incorporating pre-test and post-tests with non-randomized groups. Fifty fifth-grade students participated, and data was gathered through assessments and questionnaires. Statistical analysis, including univariate tests and independent samples t-tests, was conducted. The findings revealed a significant impact, with a p-value of 0.040 and an R-squared value of 0.855, indicating that 85.5% of the variance in reflective thinking could be attributed to the metacognitive approach. Notably, students demonstrating higher SRL levels exhibited a greater propensity to enhance their reflective thinking through metacognitive processes, such as planning, monitoring, and evaluation. Consequently, future research should explore reflective thinking with diverse learning interventions while still considering SRL differences and focusing on strengthening SRL generalization activities. This study implied that a metacognitive approach is a valuable pedagogical tool for educators and researchers aiming to foster mathematical reflective thinking while acknowledging and addressing individual cognitive variations, especially those related to SRL.
Learning Trajectories of Different Denominator Fractions with Ote-ote Ainin, Niva Al Kuril; Amir, Mohammad Faizal; Wulandari, Fitria
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2506

Abstract

Abstrak Pecahan berpenyebut berbeda adalah subtopik pecahan yang sangat berkontribusi dalam menjelaskan konsep dasar pecahan. Namun, bagi siswa sekolah dasar menantang karena didasarkan dari konsep yang membutuhkan representasi beragam. Penelitian ini bertujuan untuk mengembangkan learning trajectories (LT) pada pecahan berpenyebut berbeda dengan konteks Ote-ote.  Ote-ote merupakan makanan khas Jawa Timur yang berbentuk mirip dengan lingkaran. Partisipan penelitian ini adalah 26 siswa kelas 5 Sekolah Dasar Negeri Jimbaran Wetan, Sidoarjo. Desain penelitian yang digunakan adalah desain research dengan tahapan: preparation, implementation, dan retropective analysis. Data dikumpulkan melalui lembar kerja siswa, observasi, dan tes. Teknis analisis data menggunakan triangulasi sumber. LT yang dikembangkan terdiri dari empat aktivitas, yaitu: (1) pengenalan pecahan, (2) penjumlahan pecahan berpenyebut sama (3) pecahan senilai, dan (4) penjumlahan pecahan berpenyebut berbeda. Aktivitas LT membangun pemahaman siswa mengenai pecahan berpenyebut berbeda, umumnya dalam kategori memuaskan. Abstract Different denominator fractions is a subtopic of fractions that greatly contributes to explaining the basic concept of fractions. However, it is challenging for primary students because it is based on a concept that requires multiple representations. This study aims to develop learning trajectories (LT) on different denominator fractions in the context of Ote-ote. Ote-ote is a typical East Java food shaped similarly to a circle. The participants of this study were 26 grade 5 students from Sekolah Dasar Negeri Jimbaran Wetan, Sidoarjo. The study design used was research design with stages: preparation, implementation, and retrospective analysis. Data were collected through student worksheets, observation, and tests—technical data analysis using source triangulation. The developed LT consists of four activities, namely: (1) introduction of fractions, (2) addition of common denominator fractions, (3) equivalent fractions, and (4) addition of different denominator fractions. The LT activities construct students' understanding of different denominator fractions, generally in the satisfactory category.
Penerapan Pengajaran Terbalik untuk Meningkatkan Hasil Belajar Mahasiswa PGSD UMSIDA pada Materi Pertidaksamaan Linier: Application of Reverse Teaching to Improve Student Learning Outcomes of PGSD UMSIDA on Linear Inequality Materials Amir, Mohammad Faizal; Kurniawan, Machful Indra
Pedagogia : Jurnal Pendidikan Vol. 5 No. 1 (2016): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v5i1.85

Abstract

Salah satu masalah pada pembelajaran matematika di lingkungan PGSD adalah rendahnya kompetensi mahasiswa calon guru sekolah dasar dalam menguasai materi-materi di tingkat sekolah dasar. Masalah yang terjadi pada mahasiswa PGSD Universitas Muhammadiyah Sidoarjo semester I tahun ajaran 2015-2016 di kelas A-2 adalah mahasiswa mengalami kesalahan konsep, prinsip, dan operasi yang relatif tinggi; aktivitas pembelajaran belum optimal; minat mahasiswa terhadap matematika kurang; dan interaksi antar mahasiswa belum optimal. Masalah-masalah tersebut bermuara pada rendahnya hasil belajar matematika mahasiswa pada materi pertidaksamaan. Untuk mengatasi masalah tersebut perlu dicarikan solusi yang tepat yakni penerapan pengajaran terbalik. Tujuan penelitian ini adalah untuk mengetahui “apakah penerapan pengajaran terbalik dapat meningkatkan hasil belajar matematika pada materi pertidaksamaan linier bagi mahasiswa di kelas A-2 semester I?’. Rancangan penelitian yang digunakan adalah penelitian tindakan kelas yang terdiri dari 2 siklus yang dilakukan dalam 2 kali pertemuan. Berdasarkan hasil penelitian dan pembahasan disimpulkan bahwa penerapan pengajaran terbalik dapat meningkatkan hasil belajar mahasiswa PGSD universitas muhammadiyah sidoarjo di kelas A-2 pada materi pertidaksamaan matakuliah konsep dasar matematika. Peningkatan tersebut ditandai dengan: (1) menurunya kesalahan kesalahan konsep, prinsip, dan operasi; (2) meningkatnya aktivitas mahasiswa; (3) meningkatnya minat mahasiswa terhadap matematika; (4) meningkatnya interaksi antar mahasiswa selama pembelajaran.
Spatial Reasoning of Students With Mathematical Learning Difficulties Amalia, Alfin Khoiro; Amir, Mohammad Faizal
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 2 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i2.3160

Abstract

Spatial reasoning is essential for solving two or three-dimensional oriented problems. Meanwhile, primary school students often experience mathematical learning difficulties (MLD) using spatial reasoning. The research analyzes the spatial reasoning of primary school students who experience MLD. The research method is qualitative, with the research subject being fifth-grade students at one of the primary schools in Sidoarjo. The research instruments used spatial reasoning tests and interview guidelines. The results stated differences in spatial reasoning in students' MLD types. Students who experience visual spatial type MLD have lower spatial reasoning skills because they cannot solve spatial orientation, mental rotation, and spatial visualization problems. Meanwhile, students who experience memory-type MLD have moderate spatial reasoning because they can solve spatial orientation and spatial visualization problems but cannot solve mental rotation problems. The researcher suggested that the subsequent research should intervene in the spatial reasoning of students who experience MLD.
Pendekatan Onto-Semiotik Berbasis Problem Solving untuk Memperbaiki Pengetahuan Tanda “Sama Dengan” Nurdien, Ahmad Hassan; Amir, Mohammad Faizal
Journal Focus Action of Research Mathematic (Factor M) Vol. 4 No. 2 (2022)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/factor_m.v4i2.3349

Abstract

Pengetahuan konsep atau simbol penting bagi siswa sekolah dasar sebagai dasar pemahaman untuk mempelajari aljabar pada tingkat lanjutan. Tujuan penelitian ini adalah untuk mengidentifikasi pengetahuan siswa pada tanda sama dengan “=” melalui penerapan pendekatan onto-semiotik berbasis problem solving pada siswa sekolah dasar berdasarkan setiap level pengetahuan dalam konsep kesamaan matematika. Penelitian ini merupakan studi literatur dengan menggunakan pendekatan deskriptif kualitatif. Data sekunder didapat dari literatur yang dianalisis, dikaji, serta terkait dengan fokus penelitian. Analisis studi literatur pengetahuan tanda sama dengan “=” difokuskan pada bilangan cacah yang sesuai dengan kompetensi inti dan kompetensi dasar yang berlaku di kelas satu dan satu sekolah dasar. Hasil penelitian ini menunjukkan bahwa melalui penerapan pendekatan onto-semiotik berbasis problem solving dapat membantu siswa untuk mencapai level secara bertahap pada level pertama, kedua, ketiga, serta keempat pada pengetahuan tanda sama dengan "=".  Level pertama, siswa berhasil untuk menyelesaikan sistem persamaan dengan format standar. Level kedua, siswa tetap fokus dengan sistem persamaan yang fleksibel dan konsisten dengan pandangan operasional tanda sama dengan "=".  Level ketiga, siswa mulai memahami akan relasional dasar meskipun berdampingan dengan pandangan operasional. Level keempat, siswa memiliki pemahaman relasional komparatif pada tanda sama dengan "=".   Knowledge of concepts or symbols is important for elementary school students as the basis for understanding algebra at an advanced level. This study aimed to identify students' knowledge of the equal sign "=" through the application of an onto-semiotic approach based on problem-solving in elementary school students based on each level of knowledge in the concept of mathematical similarity. This research is a literature study using a qualitative descriptive approach. Secondary data is obtained from the literature analyzed, reviewed, and related to the research focus. The analysis of the literature study of the knowledge of the equal sign "=" focused on whole numbers that correspond to the core competencies and basic competencies that apply in grade one and one elementary school. The results of this study indicate that applying an onto-semiotic approach based on problem solving can help students reach the level gradually at the first, second, third, and fourth levels of knowledge of the equal sign "=". In the first level, students succeed in solving a system of equations with a standard format. The second level, students stay focused on a flexible and consistent system of equations with an operational view of the equal sign "=". The third level, students begin to understand the basic relational although side by side with an operational view. The fourth level, students have a comparative relational understanding of the equal sign "=".
MASTER Learning Model: Motivating, Acquiring, Searching, Triggering, Exhibiting, and Reflecting toward Students' Mathematical Reasoning Nazilah, Rohmah Li'izzatun; Amir, Mohammad Faizal
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp631-645

Abstract

MASTER Learning Model: Motivating, Acquiring, Searching, Triggering,  Exhibiting, Reflecting toward Students Mathematical Reasoning. Objectives: This study aims to analyze the effect of the MASTER learning model (motivating, acquiring, searching, triggering, exhibiting, and reflecting) on students' mathematical reasoning. Methods: This study is classified as a quasi-experiment involving participants engaging fifth-grade students in two Sidoarjo primary schools. The study design was a pre-test, post-test-only control group involving the experiment and control classes. The experiment class implemented the MASTER learning model, and the control class implemented conventional learning. Learning in both classes used the same material, namely building space.  The sample was selected using a purposive sampling technique, with one class in one primary school in Sidoarjo as the experimental class and one primary school in Sidoarjo as the control class. The study instrument used a mathematical reasoning test to measure three components of mathematical reasoning: analysis, generalization, and justification. Validity and reliability tests were conducted before the mathematical reasoning test was used. Data analysis used descriptive and inferential. Descriptive analysis includes the calculation of mean, standard deviation, and effect size. Meanwhile, inferential analysis uses an independent t-test with two prerequisite tests: normality and homogeneity. Findings: This study's result shows a significant impact of the MASTER learning model on students' mathematical reasoning. In this case, the effect size is confirmed in the large category of mathematical reasoning. Descriptive study results show that there is a difference between students who follow MASTER learning and students who follow conventional learning. The difference can be seen in the value of students' mathematical reasoning component. In this case, the highest to smallest differences in mathematical reasoning components are analysis, justification, and generalization. Conclusion: The MASTER learning model can significantly impact enhancing students' mathematical reasoning in elementary school. Consecutively, enhancing mathematical reasoning is confirmed in the components of analysis, justification, and generalization. Keywords: MASTER learning model, mathematical reasoning, primary students.
Strengthening Religious Character and Student Discipline Through Habituation in Muhammadiyah Elementary School: Penguatan Karakter Religius dan Kedisiplinan Siswa Melalui Pembiasaan di Sekolah Dasar Muhammadiyah Amir, Mohammad Faizal; Atuszahroh, Dwi Silvi; Jannah, Ayu Nur Roudhotul; Faradina, Zulfiya; Fanani, Mohammad; Mardiyansyah, Yerrys
Procedia of Social Sciences and Humanities Vol. 6 (2024): International Conference Psychology and Education Transformation For Bright Future
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pssh.v6i.522

Abstract

This study aims to determine teachers' efforts in strengthening students' religious character and discipline through habituation at Muhammadiyah Elementary School. This qualitative research uses data collection techniques through observation, interviews, and documentation. The subject of this research is students in one of the Sidoarjo Elementary Schools. This research discusses strengthening character, which is important in shaping religious character and discipline through an effective approach. Efforts were made to strengthen religious character by memorizing short letters of hadiths and performing dhuha prayers in the congregation. The efforts made to strengthen the character of discipline are through habituation activities at school in the form of obeying the rules or regulations in the school.
Pedagogical Competence of Elementary School Teachers in Implementing Learning According to the Merdeka Curriculum Amir, Mohammad Faizal; Indrawati, Tasya Juli; Hidayanti, Andina Nurnida; Anindhita, Putri Bulqhis; Safitri, Nur Fajriah
Procedia of Social Sciences and Humanities Vol. 6 (2024): International Conference Psychology and Education Transformation For Bright Future
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pssh.v6i.568

Abstract

This research identifies and evaluates teachers' pedagogical competencies in implementing the Independent Learning Curriculum at SD Muhammadiyah. The Independent Curriculum allows teachers to design learning that suits students' characteristics and potential, encourages active student participation, and utilizes technology in the learning process. The research method used is descriptive qualitative with a case study approach involving semi-structured interviews, classroom observations, and document analysis. The research results show that most teachers understand the Independent Learning Curriculum and can implement it effectively. Teachers at SD Muhammadiyah demonstrate good pedagogical competence, especially in understanding student characteristics, designing learning, implementing the learning process, and conducting learning evaluations. Hopefully, these findings can positively contribute to improving the quality of education in Indonesia, especially in implementing the Independent Learning Curriculum.
Elementary School Students' Conceptual and Procedural Knowledge in Solving Fraction Problems Magfirotin, Elis Syafa; Amir, Mohammad Faizal
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 15 No. 1 (2024): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/0m58xs24

Abstract

Conceptual and procedural knowledge is fundamental for students to understand and solve fraction problems comprehensively. However, empirical studies indicate that elementary school students still do not have adequate conceptual and procedural knowledge in solving fraction problems. This study aimed to analyze the forms of conceptual and procedural knowledge of elementary school students in solving fraction problems. This study used a qualitative method involving 86 participants from grades four to six in one of the public elementary schools in Sidoarjo. Seven subjects were selected to represent the forms based on each aspect of conceptual and procedural knowledge of fractions. The data analysis used was descriptive analysis with data collection methods using tests, interviews, and documentation. Empirical research showed that students can successfully use conceptual and procedural knowledge of fractions in certain forms. There are three forms of conceptual knowledge of fractions: comparing, applying, and visualizing fractions. Meanwhile, there are four forms of procedural knowledge of fractions: explaining procedures, converting fractions, adding or subtracting fractions, and simplifying fractions. The results of this study have implications for educators or academics to emphasize learning by integrating forms of conceptual and procedural knowledge so that students avoid failure in solving fraction problems. Pengetahuan konseptual dan prosedural merupakan pengetahuan mendasar agar siswa dapat memahami dan memecahkan masalah pecahan secara komprehensif. Namun, berdasarkan studi empiris diindikasikan bahwa siswa sekolah dasar masih belum memiliki pengetahuan konseptual dan prosedural yang memadai dalam memecahkan masalah pecahan. Tujuan penelitian ini untuk menganalisis bentuk-bentuk pengetahuan konseptual dan prosedural siswa sekolah dasar dalam memecahkan masalah pecahan. Penelitian ini menggunakan metode kualitatif  dengan melibatkan 86 partisipan siswa kelas empat sampai enam di salah satu sekolah dasar negeri di Sidoarjo. Tujuh subjek dipilih untuk mewakili bentuk-bentuk berdasarkan setiap aspek pengetahuan konseptual dan prosedural pecahan. Analisis data yang digunakan adalah analisis deskriptif dengan metode pengumpulan data menggunakan tes, wawancara dan dokumentasi. Hasil penelitian secara empiris menunjukkan siswa berhasil menggunakan pengetahuan konseptual dan prosedural pecahan dalam bentuk-bentuk tertentu. Terdapat tiga bentuk pengetahuan konseptual pecahan, yaitu: membandingkan pecahan, menerapkan pecahan, dan memvisualisasikan pecahan. Sementara, terdapat empat bentuk pengetahuan prosedural pecahan, yaitu: menjelaskan prosedur, mengkonversi pecahan, menjumlahkan atau mengurangkan pecahan, dan menyederhanakan pecahan. Hasil penelitian ini berimplikasi bagi para pendidik atau akademisi untuk menekankan pembelajaran dengan mengintegrasikan bentuk-bentuk pengetahuan konseptual dan prosedural, agar siswa terhindar dari ketidakberhasilan dalam memecahkan masalah pecahan. 
Math self-regulated learning assisted by metacognitive support by reviewing sex differences in mathematics anxiety Fajri, Fenty Rahmawati; Amir, Mohammad Faizal
REID (Research and Evaluation in Education) Vol. 8 No. 2 (2022)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v8i2.49157

Abstract

The study aims to analyze the effect of mathematics self-regulated learning (MSRL) assisted by metacognitive support (MS) by reviewing sex differences (SD) in mathematics anxiety (MA). The reason is that MA causes students to have difficulty in learning, so good strategies and approaches are needed. In several studies, there is a relevant relationship between MA, SRL, and MS. This research is quantitative research using Spearman Rho analysis and ordinal regression analysis, with the research population being 3rd-grade students of primary schools in Sidoarjo, East Java. The instruments used in data collection were questionnaires and tests declared valid and reliable. The validity and reliability of the instrument were obtained through content validity assessment and item analysis testing. The results showed a relationship between SRL and MS to MA. There was a positive effect of MS-assisted MSRL in terms of SD on MA. Furthermore, the average student had a positive MS and a high MSRL. The highest MA students are at the moderate level, with a percentage of 79%, and are dominant in the affective aspect. However, when viewed from the SD, the MA showed that female students were more anxious than male students. Thus, the MS-assisted SRL has a good influence when viewed from SD to MA. The recommendation from this research is so that MS and SRL strategies can be implemented optimally. Teachers must prepare and explore the implementation of using the strategies and approach more deeply.
Co-Authors Abadi, Muhammad Arya Setiawan Ahmad Hassan Nurdien Ahmad Hassan Nurdien Ainin, Niva Al Kuril Ainiya Rahma Septiarini Aldiyah Mellawati Alfina Eka Pratiwi Amalia, Alfin Khoiro Amilda, Binta Naarah Amir, Firana Anggraeni, Uswatin Anindhita, Putri Bulqhis Anis Andriah Atuszahroh, Dwi Silvi Aulia Risa Eksanti Ayu Wulandari Ayuningtyas, Ilfia Nur Azzahra Salma Nabila Bagus Ali Rachman Cahyani, Nafisa Fitri Chusnul Ainia Danti Sri Rahayu Devi Usfuriah Dian Septi Nur Afifah Diana Noviani Khakiki Dwi Wulandari Fajri, Fenty Rahmawati Faradina, Zulfiya Firdatus Nurlaila Fitria Wulandari Ghozali Rusyid Affandi Hendra Erik Rudyanto Hesty Dian Prasetyaningrum Hidayanti, Andina Nurnida Ibrahim, Balqis Kurnia Iklimatus Faridatun Hikmah Ilfia Nur Ayuningtyas Indah Permatasari Indrawati, Tasya Juli Indri Salsabila Isna Fauziyah Nurroini Jannah, Ayu Nur Roudhotul Jannah, Hamida Izatul Khoirun Nisa Labibah Kurniawati Machful Indra Kurniawan Magfirotin, Elis Syafa Mahardika Darmawan Kusuma Wardana Malikha, Ziadatul Mardiyansyah, Yerrys Masruroh, Miftakhul Mega Selvia Ayu Devi Mohamad Djasuli Mohammad Fanani Mubarokah, Aysha Amini Laylatim Mufarikhah, Imas Anisa'ul Muhlasin Amrullah Mutafarida, Mutafarida Nazilah, Rohmah Li'izzatun Nur Ajizatul Mufidah Nur Rohmah Emilia Nur Sri Nur Sulistianingsih Nurdien, Ahmad Hassan Nuridah, Eka Rahmah Putri, Ratna Dwi Kusuma Ning Quroidah, Anita Ratna Dwi Kusuma Ratna Dwi Kusuma Ning Putri Rina Milinia Rizki, Friska Alifia Romadhon, Nurul Isnaini Rosyida, Nelly Kholifatur Safitri, Nur Fajriah Septina Risma Yunita Sri Nur Wahyu Utami Tri Febri Marta Lasmana Umma Abika Sharah Fi Vivi Novitasari Vonitasari, Adinda Rheyna Wahyuningtyas , Lilis Widianti, Beta Ayu Widianti, Hesti Dwi Widyastuti Widyastuti Widyastuti Winda Anzilah Windari, Reza Aulia Yahya, Ach. Zamroni Yosa, Nabhila Zakiyah, Ummu