Performance of Self-regulated Learning of Mathematics Teachers in

a Program of Professional Teacher Training

Cecil Hiltrimartin

, Muhammad Yusup, Yusuf Hartono

Universitas Sriwijaya, Jalan Raya Palembang-Prabumulih, Inderalaya, Indonesia

Keywords: Mathematics teachers, self-regulated learning, teacher professional training.

Abstract: Self-regulated learning is a cyclical process, wherein the student plans for a task, monitors their performance,

and then reflects on the outcome.Self-regulated learning refers to one's ability to under- stand and control

one's learning environment. The ability to learn independently is one of the characteristics needed in adult

learning. Independent learning ability can be developed in the learning process. This study aimed to analyse

difference of self-regulated learning of mathematics teachers in a program of professional training before and

after they study in FKIP Sriwijaya University. This study was an observational study with comparative cross-

sectional approach. The subjects of this study are mathematics teachers in a program of professional training

2018, a number of 30 people. Data was analyzed using t-test. The study found no statistically significant

(136,9) and after (141,8) following the professional education program (p=0,43).

1 INTRODUCTION

The development of a country is also determined by

how education is carried out. At the primary and

secondary education levels a teacher is an important

component in education, because a teacher acts as a

teacher and an educator for students. It makes a

teacher has a great responsibility in achieving the aims

of national education. Teachers whom want to be

dedicated themselves with high professionalism to

education will make education qualified and create

human resources qualified as well.

A professional teacher must have expertise which

is gained through a specially programmed education

and training process. A formal recognition for the

expertise is stated in the form of certification,

accreditation, and license from the competent

authorities in this case the government and

professional organizations. Professionalism of

teachers will strategically determine the role of

education in global partnerships and also can break

the vicious circle of poverty alleviation.

There are many changes in the education paradigm

as an implication of globalization and reform and the

changes involve four things. First of all, the

educational process paradigm that is oriented to

teaching where the teacher is more of an information

center, shifts to a learning process that is oriented

towards learning where students become sources

(student center).

In connection with this, it is undeniable that

teacher professional education is a manifestation.

Explicitly in the elucidation of article 15 of Law No.20

/ 2003 concerning the National Education System, it is

stated that professional education is a tertiary

education after an undergraduate program that

prepares students to have jobs with special skills

requirements. According to Kemendiknas (2010),

This means that the teaching profession is open,

because the program of professional teacher training

can be followed by all candidates who have completed

the undergraduate program. Article 10 of Law No. 14

of 2005 concerning Teachers and Lecturers also states

that teachers' professional competencies are obtained

through professional education.

The program of professional teacher training

curriculum was developed with reference to the

principle of activity based curriculum or experience

based curriculum instead of curriculum subject matter

as in academic education. The implication of this

principle, according to Merry, Koehler & Mishra

(2016) learning in the program of professional teacher

training takes the form of activities, namely in the

form of a learning device development workshop as a

form of implementation of the TPACK concept,

namely technological pedagogical content knowledge.

226

Hiltrimartin, C., Yusup, M. and Hartono, Y.

Performance of Self-regulated Learning of Mathematics Teachers in a Program of Professional Teacher Training.

DOI: 10.5220/0009996800002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 226-229

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

Learning activities in the program of professional

teacher training require participants to conduct it

independently. These activities require learning

independence for the participants. According to

Mujiman (2011) independent learning is an active

learning activity, which is driven by a motive to

master something of competence, and is built with the

provision of knowledge or competence that has been

owned. In determining competency as a learning goal

and how to achieve it, the determination of learning

time, place of learning, learning rhythm, the tempo of

learning, the way of learning, learning resources, and

the evaluation of learning outcomes are carried out on

their own.

Independent learning can be say self-regulated

learning. Self-regulated learning definition can be

identify by three aspects, meta-cognition, motivation,

and behavioral (Zimmerman, 1990; You & Joy, 2008;

Pintrich & Zusho, 2002). According to Pintrich & De

Groot (1990) there are many definitions of self-

regulated learning, there are three components of self-

regulated learning, meta-cognitive, management, and

students’ conceptualization.

From the description above it can be concluded

that students with self-regulated learning have

indicators such as, not relying on others, having an

attitude of responsibility, confidence, being able to

control themselves, evaluate themselves and have

awareness for independent learning. Self-regulated

learning is important to achieve optimal student

learning achievement. Students who have indicators

of self-regulated learning will be better in the learning

process.

When taking professional training, there is a

problem about students' self-regulated learning at the

teacher professional training stage, and there has not

been much learning innovation in the teaching

profession, as well as the obstacles that occur in the

teaching profession, so this research was conducted.

The purpose of this study was to determine the

differences in self-regulated learning of mathematics

teacher in the program of teacher professional training

stage before and after undergoing learning in the field

of mathematics. The benefits of this study are

expected to provide input for curriculum development

in the program of professional teacher training stage.

2 METHODS

This study was an observational study with a

comparative cross sectional approach. The variable of

this study is the self-regulated learning of

mathematics teachers of program of teacher

professional training. Self-regulated learning is one of

the ways that students do active learning which is

driven by the motive of mastering competence, and is

built based on the knowledge they have. Self-

regulated learning means developing active and

participatory learning methods for students to

improve their skills and abilities in the learning

process without being bound by lecturers or

classmates, lecturers only act as facilitators. The

indicators in self-regulated learning to facilitate the

discussion of student learning independence are as

follows: (1) Dependence on others, (2) Having

confidence, (3) Be disciplined, (4) Have a sense of

responsibility, (5) Acting on your own initiative, (6)

Perform self-control.

The subject of this study were 30 mathematics

teachers in a program of teacher professional training

at the FKIP of Sriwijaya University in 2018. The

instruments are arranged in a Likert scale which is an

instrument that is self-report. Instrument

measurement is done twice, in the first and last week

students are in the teaching profession education.

Data analysis was carried out by t-test.

3 RESULT AND DISCUSSION

The majority of teachers who take this program which

are the sample in this study are women. Most of the

samples live in boarding houses and they have taken

training for two months. To measure the self-

regulated learning variables, an instrument consisting

of 50 items in a four-scale form with the lowest

theoretical score of 50, the highest score of 200 is

used.

Table 1: Description of mathematics teachers' self-

regulated learning before and after the professional stage.

Score Mini

mum

Maxi

mum

Average

Self-regulated

learning before

taking a professional

stage.

121 187 136.9

Self-regulated

learning after taking

a professional stage.

105 172 141.8

The mean value of self-regulated learning after

taking the program of teacher professional training is

higher than the previous value, showed by Table 1.

Data processing with t test obtained the value of t = -

0.642, p = 0.43. Thus there is no statistically

Performance of Self-regulated Learning of Mathematics Teachers in a Program of Professional Teacher Training

227

significant difference self-regulated learning in

before and after undergoing the stage of the program.

The learning that is done is learning as it is, which

is usually done at the stage of professional training,

without the innovations being made to improve the

effectiveness of learning. In the implementation of

the program of teacher professional training learning

process outline consists of workshops which include:

1) the deepening of the material in the area of

expertise to be taught; 2) deepening of the subject

matter of the pedagogic field; 3) learning device

development workshops; 4) peer learning practices.

Supervisors in the program of teacher

professional training have many routine tasks that

must be done, not only guiding teachers in the

teaching profession stage, but also guiding

mathematics education students. The narrow time that

can be used to guide teachers at the program often

causes learning to run spontaneously and without

planning. Innovations need to be carried out,

especially so that learning objectives and methods can

foster self-regulated learning.

Seeing the condition of the current stage of

program of teacher professional training, teachers

should have sufficient self-regulated learning, to

compensate for things that can hinder the

achievement of their competence. Based on the

results of this study, the selection of appropriate

learning methods, the quality of the guidance of

guidance given the limited lecturer time, and the

improvement of the ability of lecturers can be an

alternative for professional learning innovation.

According to Watmough, O'Sullivan and Taylor

(2010), the curriculum is one of the things that can

influence the development of self-regulated learning,

for the stage of program of teacher professional

training further exploration of the curriculum and any

learning methods that can develop self-regulated

learning need to be carried out.

The results of this study stated that there was no

statistically significant difference in self-regulated

learning before and after undergoing the learning

phase of program of teacher professional training.

More research is needed on alternative interventions

that need to be done as a way to develop teachers’

self-regulated learning, as well as similar research by

increasing the number of samples.

There are five indicators of self-regulated learning

achievement, which are: 1. Not depending on other

people, 2. Having self-confidence, 3. Behaving

discipline, 4. Having responsibility, and 5. Doing

initiatively.

Table 2: Indicator of not depending on other people.

Category

Indicator 1

Before After

∑

High 3 10 4 13,3

Middle 22 73,3 23 76,7

Low 5 16,7 3 10

Total 30 100 30 100

Table 2 shows that before taking the PPG class the

indicator of not depending on other people was only

10% for high level of independency and it improved

after joining the PPG class becoming 13.3%.

Table 3: Indicator of having self-confidence.

Table 3 shows that before and after taking the

PPG class there is no any difference at the middle

level of self-confidence. Meanwhile at the high level

of self-confidence there is improvement from 20%

becoming 26.7%.

Table 4: Indicator of behaving discipline.

Table 4 shows that before and after taking the

PPG class there is no any difference at the middle

level of behaving discipline.

Table 5: Indicator of having responsibility.

Category

Indicator 4

Before After

∑ % ∑ %

h 1 3,3 1 3,3

Middle 20 65,3 22 73,3

Low 9 31,4 7 23,4

Total 30 100 30 100

Table 5 shows that before and after taking the

PPG class there is no any difference at the middle

level of having responsibility .

Category

Indicator 2

Before After

∑

h 6 20 8 26,7

Middle 21 70 21 70

Low 3 10 1 3,3

Total 30 100 30 100

Category

Indicator 3

Before After

∑

High 2 6,7 2 6,7

Middle 25 83,3 26 86,6

Low 3 10 2 6,7

Total 30 100 30 100

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228

Table 6: Indicator of doing initiatively.

Catego

Indicator 5

Before After

∑

High 7 23,4 7

3,4

Middle 22 73,3 22

3,3

Low 1 3,3 1

Total 30 100 30

Table 6 shows that before and after taking the

PPG class there was no any difference at all level of

doing initiatively.

4 CONCLUSIONS

There is no statistically significant difference self-

regulated learning of mathematics teachers in before

and after undergoing the stage of the program of

teacher professional training.

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