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The International Journal of Mathematics and Sciences Education
Published by Nashir Al-Kutub Indonesia
ISSN : -     EISSN : 29881730     DOI : https://doi.org/10.59965/ijmsed.v2i1
Core Subject : Education,
Education Mathematics Other
The International Journal of Mathematics and Sciences Education (IJMSEd) publishes peer-reviewed original articles on various topics and research methods in mathematics and science education. Articles address common issues in math and science education. The journal also publishes studies exploring the use of various teaching and learning strategies in different cultural and cross-curricular contexts. This journal article is published every six months in June and December and posted by Nashir Al-Kutub Indonesia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 31 Documents
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Self-regulated learning and critical thinking in socio-emotionally differentiated problem-based learning: A mixed-methods study in Indonesian junior secondary mathematics Fitri Adriani; Stevanus Budi Waluya; Lusi Rachmiazasi Masduki
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed (on progres)
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.285

Abstract

Mathematical critical thinking remains chronically underdeveloped in Indonesian junior secondary classrooms, yet no study has simultaneously integrated socio-emotional differentiation, Problem-Based Learning (PBL), and structured worksheet scaffolding while examining how self-regulated learning (SRL) predicts critical thinking development. This study addressed that gap by evaluating the quality and effectiveness of a socio-emotionally differentiated PBL model assisted by LKS Ceria, and testing SRL as a predictor of critical thinking performance among eighth-grade students. A quasi-experimental nonequivalent control group design with an explanatory sequential mixed-methods component was implemented at SMPN 4 Juwana (2024/2025 academic year; n = 30 per group). Instruments were validated via Aiken's V (mean V = 0.83) and Cronbach's alpha (α = 0.84–0.87). Data were analyzed using Mann-Whitney U, binomial, Chi-square, and bootstrap regression tests. The model satisfied all three quality criteria: instruments were valid and reliable (planning stage), implementation reached 66% with 77.33% positive student responses (implementation stage), and the experimental class achieved 70% classical mastery — significantly exceeding both the control class (0% mastery; U = 108.5, z = −6.21, p < .001, r = .80) and the criterion proportion (binomial p = .041; χ² = 28.46, p < .001). SRL was a significant positive predictor of critical thinking (β = 1.005, SE = 0.313, p = .004, 95% CI [0.387, 1.679]; R² = .42), with performance varying systematically by SRL level. This study contributes an empirically validated, socio-emotionally differentiated PBL framework that simultaneously operationalizes scaffolded worksheet support and SRL-based differentiation as a replicable design for developing mathematical critical thinking in junior secondary mathematics.

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