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The Effect of Digital Technology Learning Based on Guided Discovery and Self-regulated Learning Strategy on Mathematical Creativity

Flavia Aurelia Hidajat, Leny Dhianti Haeruman, Eti Dwi Wiraningsih, and Didik Sugeng Pambudi

Abstract—Considering that teachers cannot directly supervise or control students' real activities during online learning, students need to manage their learning without the teacher's presence. However, students cannot manage their learning process independently and tend to do other activities during the online learning process. On the other hand, students need to combine previous knowledge to form new and creative ideas. This contradictory condition causes students not to focus on learning, students are not able to combine previous knowledge, and there is no effort to form new and creative ideas. So students' mathematical creativity is very low. As a result, teachers must implement strategies that guide students to find new or creative ideas by activating students' self-regulation abilities during online learning. This study applied digital technology learning through the LMS (learning management system) based on guided discovery and self-regulated learning strategies to overcome these problems. This research employed the quantitative research method. The subjects of this study were 67 high school students in Malang. The sampling technique was the distribution of the questionnaire. The data were first tested to gain normality by using the Kolmogorov Smirnov test. Data analysis employed multiple-linear regression tests. Meanwhile, the data analysis process employed the SPSS-23 application. The results show that digital learning technology based on guided discovery and self-regulated learning strategies positively affects students' mathematical creativity during online learning. The higher implementation of digital technology learning based on guided discovery and self-regulated learning strategies will improve students’ mathematical creativity. This research provides information to develop learning for educators. using Digital technology learning based on guided discovery and self-regulated learning strategies, guided discovery-based digital technology learning, and independent learning strategies have increased students’ mathematical creativity.

Index Terms—Digital technology learning, guided discovery, self-regulated learning; mathematical creativity.

The authors are with Universitas Negeri Jakarta, Indonesia (e-mail: Flaviaaureliahidajat@unj.ac.id, dhiantileny@gmail.com, eti_dwi@unj.ac.id, didikpambudi.fkip@unej.ac.id).

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Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Executive Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2021: 1.3), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net


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