The Impect of Self-Regulated Learning and Learning Styles on Students’ Mathematical Literacy Abilities

Abstract

Mathematical literacy skills play a crucial role in helping students solve real-life problems. This is because mathematical literacy trains students to solve contextual problem-based tasks. This study aims to examine the influence of Self-Regulated Learning and learning styles on students' mathematical literacy abilities. The research employs a quantitative research method. The population of this study consists of all 8th-grade students of SMP Negeri 2 Sewon. The study utilizes both test and non-test instruments. The test instrument is used to measure students' mathematical literacy abilities, while the non-test instrument, in the form of a questionnaire, is used to assess Self-Regulated Learning and learning styles. The research procedure involves completing the Self-Regulated Learning and learning style questionnaires followed by solving a mathematical literacy test. The study includes 32 items on Self-Regulated Learning, 16 items for each learning style, and 5 questions for the mathematical literacy test. The data from all variables are normally distributed and homogeneous. Further analysis is conducted using multiple regression with three variables. The results of this study reveal a significant influence of Self-Regulated Learning and learning styles on students' mathematical literacy abilities. These findings provide valuable insights for the development of more adaptive and effective teaching strategies, particularly in enhancing students' mathematical literacy skills in school settings. The implications of this study are expected to serve as a reference for designing targeted and relevant learning approaches that address students' needs.