The Relationship Between Self-Determination and Metacognition of Junior High School Students in Mathematics Learning Based on Gender

Iryana Muhammad; Al Jupri; Jarnawi Afgani Dahlan; Turmudi Turmudi

doi:10.35706/sjme.v8i2.10959

Authors

Iryana Muhammad Universitas Pendidikan Indonesia, Bandung, Indonesia
Al Jupri Universitas Pendidikan Indonesia, Bandung, Indonesia
Jarnawi Afgani Dahlan Universitas Pendidikan Indonesia, Bandung, Indonesia
Turmudi Turmudi Universitas Pendidikan Indonesia, Bandung, Indonesia

DOI:

https://doi.org/10.35706/sjme.v8i2.10959

Abstract

This research is a quasi-experimental research that aims to determine the relationship between metacognitive abilities and students' self-determination in mathematics subjects based on gender. The population in this study were all students in class VIII of Lhokseumawe City Islamic Middle School with a sample of 27 students. Data was obtained from the results of a self-determination ability questionnaire and a metacognitive questionnaire which was then carried out by Spearman correlation testing. The results of the correlation between metacognitive abilities and self-termination obtained a significance value which shows that there is a correlation between metacognitive abilities and students' self-determination in learning mathematics. For the correlation between metacognitive abilities and students' self-determination in learning mathematics in terms of gender using the Spearman correlation test for each gender, correlation values were obtained for males (r_1) and females (r_2). Based on the results of the difference test between the means of two independent groups, a z-count value was obtained which shows that there is no difference in correlation between the two groups.

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