SELF-REGULATED LEARNING USING GEOGEBRA ASSISTED PROJECT-BASED LEARNING MODEL
Abstract
The purpose of this study is to analyze the achievement of self-regulated learning between students who obtain a project-based learning model assisted by GeoGebra and students who get a project-based learning model. The research method used in this study is quasi-experimental with a pretest-posttest nonequivalent multiple group design. The subjects in this study were students of the Department of Mathematics Education in the second semester of the academic year 2018-2019 at Universitas Suryakancana. The research instrument used was a questioner of self-regulated learning. Analysis of the data used is the normality test, the homogeneity test, the independent sample t-test, and the percentage of achievement indicators. As a result, the achievement of self-regulated learning who obtained a project-based learning model assisted by GeoGebra was better than students who obtained a project-based learning model, the achievement of self-regulated learning who obtained a project-based learning model assisted by GeoGebra was good categorized, and the achievement of self-regulated learning who obtained a project-based learning model was good categorized.
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DOI: https://doi.org/10.35194/cp.v0i0.1328
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