Reducing Misconception on Number Sense: A Self-regulated Learning Intervention with Sex Differences
Self-regulated Learning untuk Mereduksi Miskonsepsi pada Number Sense Ditinjau dari Sex Differences
DOI:
https://doi.org/10.21070/ups.4235Keywords:
Misconception, Number Sense, Self-Regulated Learning, Sex DifferencesAbstract
Number sense (NS) is an essential area of mathematics for students in solving problems related to numbers and operations. Meanwhile, misconceptions (MC) are claimed to exist in students' NS. This study aims to examine the reduction of MC in NS (MC-NS) after the implementation of self-regulated learning (SRL) in terms of sex differences (SD). This study is an experimental research with one-group pretest-posttest design. The study population involved fourth-grade primary school students. The research instrument used a test to measure students' MC-NS. Data analysis used n-gain and paired sample t-test. The results showed that SRL improved students' NS understanding so that SRL could reduce students' MC-NS. The effect of SRL on MC-NS in terms of SD has different results. For female students, the effect of SRL is moderate (33.1%), while for male students, it is low (22.2%).
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