The Relationship between Self-Directed Learning and Problem-Solving Ability in Trigonometry

Iim Muhijah; Rika Mulyati Mustika Sari; Rafiq Zulkarnaen; Kiki Nia Sania Effendi

doi:10.58421/misro.v4i4.824

DOI:

https://doi.org/10.58421/misro.v4i4.824

Authors

Iim Muhijah Universitas Singaperbangsa Karawang https://orcid.org/0009-0003-9762-5161
Rika Mulyati Mustika Sari Universitas Singaperbangsa Karawang
Rafiq Zulkarnaen Universitas Singaperbangsa Karawang
Kiki Nia Sania Effendi Universitas Singaperbangsa Karawang https://orcid.org/0000-0003-3206-8272

Keywords:

Mathematical problem-solving, Problem-solving ability, Self-directed learning, Trigonometry

Abstract

Mathematical problem-solving abilities in trigonometry material remain a challenge for many students, partly because they lack self-directed learning skills to manage the learning process. This research aims to analyze the relationship between self-directed learning and students' mathematical problem-solving abilities in trigonometry material. The research approach is quantitative, using a correlational method. The research sample consists of 62 vocational high school students in Karawang Regency, selected through random sampling. The research instruments include a self-directed learning questionnaire and an essay test of problem-solving abilities. The questionnaire measures initiative, responsibility, self-regulation, and students' evaluative abilities in the learning process, while the problem-solving ability test assesses students' abilities to understand, plan, execute, and evaluate trigonometry problem solutions. Data analysis was conducted using the Pearson correlation test. The research results show a strong, significant positive relationship between self-directed learning and mathematical problem-solving abilities, with a correlation coefficient of r = 0.679 and a significance value of < 0.001. These findings indicate that increased self-directed learning tends to be followed by greater ability to solve mathematical problems.

Downloads

Download data is not yet available.

References

B. Arifin and A. Mu’id, “Pengembangan Kurikulum Berbasis Keterampilan dalam Menghadapi Tuntutan Kompetensi Abad 21,” DAARUS TSAQOFAH: Jurnal Pendidikan Pascasarjana Universitas Qomaruddin, vol. 1, no. 2, pp. 118–128, Jul. 2024.

A. Rahim, “Meningkatkan keterampilan berpikir kritis melalui pembelajaran kritis,” Journal Sains and Education, vol. 1, no. 3, pp. 80–87, Dec. 2023.

Z. P. Setiabudi and F. Alyani, “The Relationship Between Self-Directed Learning and Mathematical Literacy Skills Among Grade XI Students: A Correlational Study,” Journal of Mathematics Instruction, Social Research and Opinion, vol. 4, no. 2, pp. 433–442, Jun. 2025, doi: 10.58421/misro.v4i2.453.

E. Siahaan and E. Surya, “Analisis pengaruh kemampuan pemecahan masalah siswa dalam pelajaran matematika,” Medan: Program Studi Pendidikan Matematika, FMIPA UNIMED, 2020.

E. Siswanto and M. Meiliasari, “Kemampuan Pemecahan Masalah pada Pembelajaran Matematika: Systematic Literature Review,” Jurnal Riset Pembelajaran Matematika SekolahAH, vol. 8, no. 1, pp. 45–59, Apr. 2024, doi: 10.21009/jrpms.081.06.

N. Kania and N. Ratnawulan, “Kompetensi Matematika: Kemampuan Pemecahan Masalah Matematis Siswa Menurut Polya,” Journal of Research in Science and Mathematics Education (J-RSME), vol. 1, no. 1, pp. 17–26, Aug. 2022, doi: 10.56855/jrsme.v1i1.10.

R. Ningsih and A. Nurrahmah, “Pengaruh Kemandirian Belajar dan Perhatian Orang Tua Terhadap Prestasi Belajar Matematika,” Formatif: Jurnal Ilmiah Pendidikan MIPA, vol. 6, no. 1, Apr. 2016, doi: 10.30998/formatif.v6i1.754.

F. Amaliyah, Y. Sukestiyarno, and M. Asikin, “Mathematical Problem Solving Ability in Self-Directed Learning with Module From Students’ Self-Regulated Learning,” Unnes Journal of Mathematics Education Research, vol. 11, no. 2, pp. 181–188, 2022.

M. L. Nainggolan, “Hubungan kemandirian belajar terhadap hasil belajar matematika siswa pada materi persamaan kuadrat.,” in Prosiding Seminar Nasional Pendidikan STKIP Kusuma Negara III, Jakarta, Dec. 2020, pp. 180–189.

R. N. Arsyad, S. W. Dj. Pomalato, N. Abbas, and N. Achmad, “Hubungan Antara Self Regulated Learning dengan Hasil Belajar Matematika Pada Materi Trigonometri,” Jambura Journal of Mathematics Education, vol. 3, no. 1, pp. 48–56, Mar. 2022, doi: 10.34312/jmathedu.v3i1.12423.

R. M. M. Sari and L. Roesdiana, “Analisis kesulitan belajar siswa SMA pada pembelajaran geometri,” AKSIOMA : Jurnal Matematika dan Pendidikan Matematika, vol. 10, no. 2, pp. 209–214, Dec. 2019, doi: 10.26877/aks.v10i2.4253.

T. Aminni, K. Qudsiyah, and N. I. Meifiani, “Analisis Pemahaman Konsep Pada Materi Trigonometri Berdasarkan Teori Bloom,” Pacitan, 2022.

V. Novianti and M. L. E. Riajanto, “Analisis kesulitan siswa SMK dalam Menyelesaikan soal materi trigonometri,” JPMI (Jurnal Pembelajaran Matematika Inovatif), vol. 4, no. 1, Jan. 2021.

Y. P. Sari, K. Kamid, and M. Rusdi, “Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMK Terhadap Pembelajaran Trigonometri Secara Online Berbantuan Android Ditinjau dari Kemandirian Belajar Siswa,” Jurnal Cendekia : Jurnal Pendidikan Matematika, vol. 6, no. 1, pp. 58–68, Dec. 2021, doi: 10.31004/cendekia.v6i1.715.

A. Aida, D. Hermina, and N. Norlaila, “Jenis Data Penelitian Kuantitatif (Korelasional, Komparatif, Dan Eksperimen),” Al-Manba Jurnal Ilmiah Keislaman dan Kemasyarakatan, vol. 10, no. 1, pp. 31–40, Jan. 2025, doi: 10.69782/almanba.v10i1.48.

H. S. Ismail and R. Zulkarnaen, “Korelasi Antara Kemampuan Pemahaman Konsep Matematis dengan Kecemasan Matematis,” Jurnal Educatio FKIP UNMA, vol. 9, no. 4, pp. 1857–1862, Oct. 2023, doi: 10.31949/educatio.v9i4.6122.

R. M. Gustiary and D. Idayani, “Hubungan Antara Gaya Belajar dan Jenis Kelamin Terhadap Hasil Belajar Matematika,” EDUSAINTEK : Jurnal Pendidikan, Sains dan Teknologi, vol. 7, no. 1, pp. 29–38, Jul. 2020, doi: 10.47668/edusaintek.v7i1.54.

Sugiyono, Metode Penelitian Kuattitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2022.

A. F. Fazriah, I. Ramdani, and N. Tambunan, “Pengaruh Kebiasaan Berpikir Terhadap Kemampuan Pemecahan Masalah Matematika,” in Prosising Diskusi Panel Nasional Pendidikan Matematika, Jakarta, 2025, pp. 243–250.

W. S. Rini, “Pengaruh pembelajaran dengan metode penemuan terbimbing terhadap kemampuan berpikir kreatif dan kemandirian siswa SMK di Kota Bogor ,” Universitas Terbuka Bogor, Bogor, 2013.

K. S. As’ari, “Deskripsi kemampuan pemecahan masalah trigonometri siswa menurut Polya ditinjau dari kemampuan awal di kelas XI SMKN 1 Bulukumba ,” PROGRAM STUDI PENDIDIKAN MATEMATIKA, Universitas Negeri Makassar, Makasar, 2025.

S. Fatonah, S. Ramadhan, and A. Khawani, “Uji Validitas Konstruk Metode CFA Menggunakan Software JASP Pada Instrumen Kepuasan Perkawinan,” Journal of Modern Social and Humanities, vol. 1, no. 1, pp. 31–36, Jan. 2025.

F. Jabnabillah and N. Margina, “Analisis korelasi pearson dalam menentukan hubungan antara motivasi belajar dengan kemandirian belajar pada pembelajaran daring,” Jurnal Sintak, vol. 1, no. 1, pp. 14–18, Sep. 2022.

S. N. Hikmah and V. H. Saputra, “Korelasi Motivasi Belajar dan Pemahaman Matematis terhadap Hasil Belajar Matematika,” MATHEMA: Jurnal Pendidikan Matematika, vol. 5, no. 1, pp. 42–57, Jan. 2023.

D. R. Ibti Disma, H. T. Maria, and V. Karolina, “Hubungan Antara Sikap Disiplin Terhadap Hasil Belajar,” EDUKASIA: Jurnal Pendidikan dan Pembelajaran, vol. 4, no. 2, pp. 2501–2506, Dec. 2023, doi: 10.62775/edukasia.v4i2.618.

D. Sulistyani, Y. Roza, and M. Maimunah, “Hubungan Kemandirian Belajar dengan Kemampuan Pemecahan Masalah Matematis,” Jurnal Pendidikan Matematika, vol. 11, no. 1, p. 1, Jan. 2020, doi: 10.36709/jpm.v11i1.9638.

N. Barokah and Siti Mumun Muniroh, “Peran Asesmen Berbasis Karakter Kemandirian dalam Meningkatkan Kemampuan Pemecahan Masalah pada Siswa Sekolah Dasar,” Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan , vol. 3, no. 3, pp. 82–93, May 2025, doi: 10.61132/pragmatik.v3i3.1742.

R. M. M. Sari, N. Priatna, and D. Juandi, “Analysis of High School Students Logical-Mathematical Thinking Ability Based on The Polya Stage Solving in Terms of Mathematical Self-Concept Ability,” Prima: Jurnal Pendidikan Matematika, vol. 6, no. 1, p. 53, Jan. 2022, doi: 10.31000/prima.v6i1.5316.

M. Akhiroh, R. Artiono, and K. Rachman, “Implementation of Problem Based Learning Model to Improve the Ability to Solve SPLDV in Grade 9 Students,” Jurnal Impresi Indonesia, vol. 3, no. 10, pp. 813–819, Oct. 2024.

F. F. Firmansyah, E. Yudianto, E. Y. Febrianto, N. T. Sulihah, and T. R. Budianto, “Proses Metakognisi dalam Interaksi Siswa pada Diskusi Kelompok,” Jurnal Cendekia : Jurnal Pendidikan Matematika, vol. 9, no. 2, pp. 553–563, Apr. 2025, doi: 10.31004/cendekia.v9i2.3964.

R. Zulkarnaen and R. M. Ruli, “Efektivitas Self-Determination Theori dalam Perilaku Pemecahan Masalah Matematis Siswa,” Jurnal Pembelajaran Matematika Inovatif, vol. 6, no. 4, pp. 1547–1560, Jul. 2023.