The Effect of ICT-Based Knowledge Sharing Strategy on Students’ Mathematical Reasoning Ability and Self-Regulated Learning

Rika Handayani; Ani Nuraini

Authors

Rika Handayani Universitas Darunnajah
Ani Nuraini Universitas Darunnajah

Keywords:

Knowledge Sharing, ICT, Mathematical Reasoning Ability, Independent Learning, PMA

Abstract

This study aims to examine: (1) the effect of ICT-based knowledge sharing and conventional learning strategies on students’ mathematical reasoning ability; (2) the interaction between learning strategy and initial mathematical ability (PMA) on mathematical reasoning; (3) differences in mathematical reasoning ability between students with high and low PMA taught using ICT-based knowledge sharing and conventional learning; and (4) the effect of ICT-based knowledge sharing and conventional learning on students’ self-regulated learning. This quantitative study employed a non-equivalent quasi-experimental design with pretest and posttest for experimental and control groups. The study was conducted at Darunnajah University with 135 students from the Islamic Education Management Study Program during the even semester of the 2025/2026 academic year. The instruments included a mathematical reasoning test, self-regulated learning questionnaire, and PMA test. Data were analyzed using two-way ANOVA through SPSS 21. The results showed that students taught using ICT-based knowledge sharing achieved significantly better mathematical reasoning skills than those taught using conventional methods. A significant interaction was also found between learning strategy and PMA, indicating that students with higher PMA benefited more from ICT-based knowledge sharing. Furthermore, students in the experimental group demonstrated better self-regulated learning outcomes than those in the control group, with PMA also moderating this relationship. These findings indicate that ICT-based knowledge sharing can be an effective alternative for improving mathematical reasoning and self-regulated learning, particularly when adapted to students’ initial mathematical ability levels. The findings provide evidence for integrating ICT-based knowledge sharing into mathematics-related learning while considering students’ PMA differences carefully.

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