The Relationship between Self-Directed Learning and Problem-Solving Ability in Trigonometry

Mathematical problem-solving abilities in trigonometry material remain a challenge for many students, partly because they lack self-directed learning skills to manage the learning process. This research aims to analyze the relationship between self-directed learning and students' mathematical problem-solving abilities in trigonometry material. The research approach is quantitative, using a correlational method. The research sample consists of 62 vocational high school students in Karawang Regency, selected through random sampling. The research instruments include a self-directed learning questionnaire and an essay test of problem-solving abilities. The questionnaire measures initiative, responsibility, self-regulation, and students' evaluative abilities in the learning process, while the problem-solving ability test assesses students' abilities to understand, plan, execute, and evaluate trigonometry problem solutions. Data analysis was conducted using the Pearson correlation test. The research results show a strong, significant positive relationship between self-directed learning and mathematical problem-solving abilities, with a correlation coefficient of r = 0.679 and a significance value of < 0.001. These findings indicate that increased self-directed learning tends to be followed by greater ability to solve mathematical problems.