Analisis Kemampuan Metakognisi Siswa dalam Memecahkan Masalah Matematika Model PISA

Safitri, Prahesti Tirta; Yasintasari, Eprilita; Putri, Santi Adhitama; Hasanah, Uswatun

doi:10.31331/medivesveteran.v4i1.941

Cited by 15 publications

(9 citation statements)

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“…The results of learning Mathematics, Reading, and Science were taken from the results of PISA 2018. The results of this study are in line with the research conducted by Safitri, et al [13] showing that "students with very good metacognition and students with good metacognition are classified as moderately good in solving PISA problems, because students have yet to be able to maximize their metacognition potential fully, while students with poor metacognitive skills are classified as poor in solving PISA problems because almost all aspects of metacognition are not utilized well. "…”

Section: Discussionsupporting

confidence: 90%

Correlational Study on the Relationship Between Students’ Metacognition Development and Students’ Learning Result

Ulumudin¹,

Sofyatiningrum²,

Listiawati³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Metacognition can help students improve the competencies needed for them to develop high order thinking skill, which will help in the global competition. However, students' metacognitive skill has yet to receive serious attention from teachers. This study aims to find out the correlation between developing students' metacognition and their learning results in Math, Reading, and Science. The method used was the quantitative method with correlational analysis using secondary data from 2018 PISA result consisting of questionnaire and scores in Math, Reading, and Science test. The total samples of students were 11.986 students. The hypothesis was tested and analyzed using non-parametric method, through Spearman rank correlation. The result showed that there was a positive and significant correlation between developing students' metacognition and the learning result in the subjects of Math, Science, and Reading. However, it was a weak correlation. This was partly due to many Indonesian students thinking that intelligence was something that could not be changed, so they felt less motivated to improve their intelligence.

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Section: Discussionsupporting

confidence: 90%

Correlational Study on the Relationship Between Students’ Metacognition Development and Students’ Learning Result

Ulumudin¹,

Sofyatiningrum²,

Listiawati³

et al. 2021

Advances in Social Science, Education and Humanities Research

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show abstract

“…Pada pembelajaran matematika, kemampuan yang perlu dimiliki siswa tidak hanya kemampuan berhitung saja, melainkan kemampuan pemecahan masalah matematis, koneksi matematis, penalaran matematis, komunikasi, dan representasi siswa (Zuhri & Purwosetiyono, 2019). Pemecahan masalah juga menjadi kemampuan dasar sekaligus sebagai tujuan dari pembelajaran matematika (Safitri, Yasintasari, Putri, & Hasanah, 2020). Siswa diharapkan memiliki kemampuan pemecahan masalah yang baik dalam pembelajaran matematika sehingga bisa menjadi sumber daya manusia yang berkualitas (Yuwono, Supanggih, & Ferdiani, 2018).…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) Berbasis Etnomatematika terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII SMPN 1 Bambanglipuro

Hidayati

Abdullah

2021

jtm

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The ability to solve problems is a basic ability which is one of the goals of learning mathematics. Contextual Teaching and Learning (CTL) based on ethnomathematics can be a solution to improve students' mathematical problem solving abilities with a cultural approach around students. This study aims to determine the effectiveness of the application of ethnomathematical-based CTL model on the mathematical problem solving abilities of class VIII students of SMP N 1 Bambanglipuro. This research is a quantitative research with a quasi-experimental type. The design of this research is non-equivalent control group design. The population in this study were all eighth grade students of SMP N 1 Bambanglipuro for the 2020/2021 academic year. Purposive sampling technique used to select class VIII A as the control class, conducted 24 students, and class VIII C as the experimental class, conducted 24 students. The instrument used to determine the level of student problem solving is in the form of Prisma essay test material. The data analysis technique used is the average difference test using the t-test. The results showed that the average mathematical problem solving of students with the ethnomathematics-based CTL model was more than the average mathematical problem solving of students with conventional learning. Thus it can be said that the application of ethnomathematical-based CTL is effective in solving students' mathematical problems.

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“…The results of the ability measurement above (Table 1) show that the potential ability of students at the Integrated Islamic Junior High School in solving problems is relatively good. Concerning this, metacognition is one requirement for problem-solving mastery 46 . The involvement of metacognition skills in problem-solving in the learning process has also been proven through several research results, for example, students with high category metacognition abilities have good problemsolving abilities at the planning, monitoring, and reflection stages 47 .…”

Section: Students' Metacognition Abilities In Integrated Islamic Junior High Schoolsmentioning

confidence: 99%

AM Analysis of Metacognition Ability and Critical Thinking Skills of Students in Integrated Islamic Education Institutions

Sukarno

Musyafa

2021

innov

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Metacognition and critical thinking skills are essential elements in creating good quality and competitive humans in the future. Therefore, this study aims to describe students' metacognitive abilities and critical thinking skills in Integrated Islamic Junior High School in Jambi. The writer uses a quantitative approach in this study and survey techniques to collect the data. There are 200 students from various Integrated Islamic Junior High Schools in Jambi involved in this study. After validating the data through validated instruments, the research reveals that: (1) The highest metacognitive ability of students at the Integrated Islamic Junior High School is in Procedural Knowledge (PK), which is an average value of 7.4 in the "good" category. Cognition Management (P) and Management of Information Management (IMS), with an average score of 6.6 and 6.5, respectively, are in a suitable category. The lowest metacognitive ability is the ability of self-evaluation ability (3,1) in the "low" category, while other abilities are in the "medium" category, (2) the critical thinking ability of students at Integrated Islamic Junior High School in Jambi is relatively good. As many as three of the five measured aspects are in the "good" category, and the rest (two aspects) are in the "medium" category. Thus, no aspect is measured to have the ability with the "low" category. In general, it shows that students' critical thinking on average at the Integrated Islamic Junior High School in Jambi have good critical thinking skills.

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Analisis Kemampuan Metakognisi Siswa dalam Memecahkan Masalah Matematika Model PISA

Cited by 15 publications

References 1 publication

Correlational Study on the Relationship Between Students’ Metacognition Development and Students’ Learning Result

Correlational Study on the Relationship Between Students’ Metacognition Development and Students’ Learning Result

Penerapan Model Pembelajaran Contextual Teaching and Learning (CTL) Berbasis Etnomatematika terhadap Kemampuan Pemecahan Masalah Matematika Siswa Kelas VIII SMPN 1 Bambanglipuro

AM Analysis of Metacognition Ability and Critical Thinking Skills of Students in Integrated Islamic Education Institutions

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