The Effect of Self-Regulated Learning (SRL) on Students' Critical Thinking Skills in Solving Fraction Problems in Grade IV Elementary School
DOI:
https://doi.org/10.30736/voj.v8i2.1355Keywords:
Self-Regulated Learning, Critical Thinking Skills, Mathematics Learning, Elementary School, One-Way ANOVAAbstract
This study aims to determine the differences in elementary students’ critical thinking skills based on Self-Regulated Learning (SLR) levels. This quantitative ex post facto study involved 40 elementary students, using questionnaires for SRL and tests for critical thinking. Data analysis included Shapiro-Wilk, Levene’s, One-Way ANOVA, and Bonferroni tests. Most students had medium SRL (17), followed by high (13) and low (10), with significant differences (Sig.=0.001<0.05). Bonferroni tests revealed significant differences between high and medium SRL and between high and low SRL groups, but not between medium and low groups. The largest differences occurred in analysis and inference, highlighting SRL’s importance in strengthening elementary students’ critical thinking through mathematics learning.
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