Page 62 - Model Problem_Posing_STEM

in Education, 2(3), 245–249. https://doi.org/10.1007/s40692-015-0041-2

Yang, T. C., Chen, M. C., & Chen, S. Y. (2018). The influences of self-regulated
learning support and prior knowledge on improving learning performance.
Computers and Education, in review.
https://doi.org/10.1016/j.compedu.2018.06.025

Yangyu Xiao, M. Y. (2019). Formative assessment and self-regulated learning:
How formative assessment supports students’ self-regulation in English
language learning. System. https://doi.org/10.1016/j.system.2019.01.004

Yasmin, M., Naseem, F., & Masso, I. C. (2019). Teacher-directed learning to self-
directed learning transition barriers in Pakistan. Studies in Educational
Evaluation, 61(January), 34–40.
https://doi.org/10.1016/j.stueduc.2019.02.003

Yohanes, R. S. (2019). Analisis Kemampuan Memecahkan Masalah Matematika
Sekolah Mahasiswa Program Studi Pendidikan Matematika Universitas
Katolik Widya Mandala Madiun. Journal of The Indonesian Matematics
Education Society, 1(1), 26–39.

Yuntawati. (2017). Pengaruh Problem Posing Terhadap Kemampuan Penyelesaian
Masalah Matematika Mahasiswa Calon Guru Matematika IKIP Mataram.
Jurnal Ilmu Sosial Dan Pendidikan, 1(2), 126–133.

Zimmerman, B. J. (1994). Impact of Self-Regulatory Influences on Writing Course
Attainment. American Educational Research Journal, 31(4), 845–862.
https://doi.org/10.2307/1163397

Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical
Background, Methodological Developments, and Future Prospects. 45(1),
166–183. https://doi.org/10.3102/0002831207312909

61