Manuscript received August 29, 2022; revised October 11, 2022; accepted October 14, 2022.
Abstract—Considering that teachers can not 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
F. A. Hidajat, L. D. Haeruman, and E. D. Wiraningsih are with
Universitas Negeri Jakarta, Indonesia.
D. S. Pambudi is with Universitas Jember, Indonesia.
*Correspondence: Flaviaaureliahidajat@unj.ac.id (F.A.H.)
Cite: Flavia Aurelia Hidajat*, Leny Dhianti Haeruman, Eti Dwi Wiraningsih, and Didik Sugeng Pambudi, "The Effect of Digital Technology Learning Based on Guided Discovery and Self-regulated Learning Strategy on Mathematical Creativity," International Journal of Information and Education Technology vol. 13, no. 3, pp. 535-543, 2023.
Copyright © 2023 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).