HUBUNGAN SELF REGULATED LEARNING DAN SELF EFFICACY TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN REPRESENTASI MATEMATIS PESERTA DIDIK

MERYSA, WULANDARI (2026) HUBUNGAN SELF REGULATED LEARNING DAN SELF EFFICACY TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN REPRESENTASI MATEMATIS PESERTA DIDIK. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Pemahaman konsep dan kemampuan representasi matematis siswa masih tergolong rendah, yang ditunjukkan oleh kecenderungan menghafal rumus tanpa memahami konsep sehingga kesulitan merepresentasikan ide matematis secara tepat. Penelitian ini bertujuan untuk menganalisis hubungan self-regulated learning dan self-efficacy terhadap kemampuan pemahaman konsep matematis serta dampaknya terhadap kemampuan representasi matematis. Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan ex-post facto. Sampel dalam penelitian ini terdiri dari siswa tingkat atas yang diambil dengan menggunakan teknik pengambilan sampel acak proporsional. Pengumpulan data dilakukan melalui kuesioner untuk self-regulated learning dan self-efficacy serta tes untuk mengukur pemahaman konsep dan kemampuan representasi matematis. Analisis data pada penelitian ini menggunakan analisis jalur. Hasil dari penelitian ini menggambarkan bahwa pembelajaran self-regulated learning dan self efficacy memiliki dampak positif yang signifikan terhadap kemampuan pemahaman konsep. Di samping itu, pemahaman konsep juga memiliki hubungan signifikan terhadap kemampuan dalam melakukan representasi matematis. Self-regulated learning dan self-efficacy juga memberikan hubungan tidak langsung terhadap kemampuan representasi matematika melalui pemahaman konsep. Temuan ini menunjukkan pentingnya penguatan pembelajaran teratur sendiri dan keyakinan diri dalam proses pembelajaran matematika untuk memperbaiki pemahaman konsep dan kemampuan representasi matematika siswa. Kata Kunci: self-regulated learning, self-efficacy, pemahaman konsep matematis, representasi matematis. iii ABSTRACT Students' conceptual understanding and mathematical representation abilities are still relatively low, as indicated by the tendency to memorize formulas without understanding the concepts, resulting in difficulties in representing mathematical ideas accurately. This study aims to analyze the relationship between self-regulated learning and self-efficacy on the ability to understand mathematical concepts and their impact on mathematical representation abilities. The method used in this study is a quantitative approach with ex-post facto. The sample in this study consisted of upper-level students taken using a proportional random sampling technique. Data collection was carried out through questionnaires for self-regulated learning and self efficacy as well as tests to measure conceptual understanding and mathematical representation abilities. Data analysis in this study used path analysis. The results of this study illustrate that self-regulated learning and self-efficacy have a significant positive impact on the ability to understand concepts. In addition, conceptual understanding also has a significant relationship with the ability to perform mathematical representation. Self-regulated learning and self-efficacy also provide an indirect relationship to the ability of mathematical representation through conceptual understanding. These findings indicate the importance of strengthening self-regulated learning and self-efficacy in the mathematics learning process to improve students' conceptual understanding and mathematical representation abilities. Keywords: self-regulated learning, self-efficacy, mathematical conceptual understanding, mathematical representation.

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