In this study, we wanted to conduct classes using SRN as a learner-centered class strategy and see how it affected students' math learning attitudes, self-directed learning skills, and mathematical communication skills.
In order to achieve this research objective, the following research problems were established.
First, What were the students' reactions to SRN writing activities?
Second, how does learning activities using SRN affect high school students' math learning attitudes, self-directed learning skills and mathematical communication skills?
In order to solve these problems, data were collected from 83 second-year students attending specialized high schools located in small and medium-sized cities. To check what changes occur in students' math learning, a prior, post-test and a test of their satisfaction with learning math using SRN were conducted to confirm the following.
First, classes using SRN drew positive responses from students in terms of understanding class content, reflection on math learning, support for math learning, and encouraging them to use SRN.
Second, no major changes have emerged in terms of effectiveness in the areas of justice, such as self-confidence, will to study and interest. It has been confirmed that supplementation is necessary to ensure that SRN writing activities have a positive effect on the definition of students' confidence, willingness to learn, interest, etc.
Third, the results of the pre- and post-test showed positive changes overall in mathematics learning attitudes, self-directed learning abilities and mathematical.