Analisis Metakognisi Siswa Berbasis Lesson Study for Learning Community (Lslc) Ditinjau Dari Gaya Kognitif

Abstract

This research aims to analyze students' metacognition in learning mathematical problem solving based on Lesson Study for Learning Community (LSLC) if reviewed from reflective and impulsive cognitive styles. The research method employed in this research is descriptive qualitative. The data collection is done by observation, tests, interviews, think aloud and documentation. The test is given to 30 students when an open class in class VII of MTs Miftahul Hidayah. Based on the test results, students are grouped into two in reviewed from reflective and impulsive cognitive styles. Three students were selected from each group to be interviewed and deepened through a think-aloud technique. The form of data analysis is classified into induction and reduction theory. The results of this research indicates that 18 students (60%) have reflective cognitive styles and 12 students (40%) have impulsive cognitive styles. Reflective cognitive style students, the scores obtained are better by using a relatively long time and can do aspects of metacognition well. While the scores obtained by impulsive cognitive style students are lower with the use of the time that is relatively faster and unable to perform aspects of metacognition well.

Analisis Hubungan Antara Kecerdasan Logis Matematis Dengan Kemampuan Komunikasi Matematis Siswa

“…Probondani (2016) mengatakan bahwa salah satu tujuan pembelajaran pemecahan masalah matematika adalah untuk mendorong siswa agar terampil dalam proses berfikir kritis, rasional dan logis matematis. Hasil penelitian yang dilakukan oleh Saiful, Hobri, & Tohir (2020) menunjukkan bahwa siswa telah melibatkan semua metakognisinya dengan baik ketika ketika memecahkan masalah matematika, dengan dapat menggunakan komponen metakognisi. Menurut Munawwarah, Laili, & Tohir (2020) masalah matematika adalah kesanggupan siswa untuk dapat memahami masalah melalui identifikasi unsur-unsur yang diketahui, dinyatakan dan kecukupan unsur yang diperlukan, membuat atau menyusun strategi penyelesaian dan merepresentasikannya, memilih atau menerapkan strategi pemecahan untuk mendapatkan solusi, dan memeriksa kebenaran solusi dan merefleksikannya.…”

Prospective Teachers' Expectations of Students' Mathematical Thinking Processes in Solving Problems

“…Based on those previous reports, it is necessary to further investigate the prospective teachers regarding how their expectation to their student's thinking processes. Therefore, the purpose of this study is to describe the expectations of prospective mathematics teachers for students' mathematical thinking processes in solving mathematical problems based on Polya's Model, such as: understanding the problem, devising a plan, carrying out the plan, and looking back (Hulaikah et al, 2020;Saiful et al, 2020;Son et al, 2020;Tohir, 2017;Yusnia, 2018); Then the problem solving used is related to the mathematical thought process theory expressed by Mason et al (2010), consisting of specializing, generalizing, conjecturing, and convincing (Farib et al, 2019;Iswari et al, 2019;Lane & Harkness, 2012;Lesseig, 2016;Sumarna & Herman, 2017). The following is a summary of the book "How To Solve It" concerning the Polya Model (Polya, 1973) in Table 1, it is stated that there are several stages to solve the problem.…”