Cultivating Mathematics Learning Autonomy through Resource-Based Learning: Insights from Classroom Action Research

Abstract

Purpose of the study: This study aimed to examine the effectiveness of Resource-Based Learning in cultivating mathematics learning autonomy among junior high school students and to identify its contribution to improving students’ mathematics learning outcomes through classroom action research. Methodology: This study employed Classroom Action Research based on the Kemmis and McTaggart model involving planning, acting, observing, and reflecting stages. Participants were 18 seventh-grade students. Data were collected using observation sheets, interview guides, documentation, mathematics achievement tests, and a mathematics learning autonomy questionnaire validated through content validity and Cronbach’s Alpha reliability. Descriptive quantitative and qualitative analyses were applied. Main Findings: The implementation of Resource-Based Learning increased students’ mathematics learning autonomy in terms of initiative, self-confidence, and responsibility. Students’ mathematics achievement also improved across cycles. Learning activities became more active through the utilization of worksheets, peer tutors, manipulative media, and library resources. Limited learning resources were identified as a factor affecting instructional effectiveness. Novelty/Originality of this study: This study presents a comprehensive integration of Resource-Based Learning with multiple learning resources, including peer tutors, worksheets, manipulative media, and library utilization, to foster mathematics learning autonomy. The findings provide empirical evidence regarding the role of diverse learning resources in developing autonomous learning habits and enhancing mathematics achievement in classroom action research settings.