Kemampuan Metakognitif Siswa Dalam Menyelesaikan Permasalahan Pada Materi Pola Bilangan Ditinjau Dari Brain Dominance

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan metakognitif siswa SMP dalam menyelesaikan permasalahan pada materi pola bilangan ditinjau dari brain dominance. Penentuan subjek berdasarkan brain dominance siswa kelas VIIIC SMP Negeri 13 Madiun. Berdasarkan angket brain dominance yang dibagikan diperoleh 4 subjek yang terdiri dari 2 subjek left brain dominance dan 2 subjek right brain dominance. Jenis penelitian yang digunakan adalah penelitian kualitatif. Teknik pengumpulan data dalam penelitian ini berdasarkan hasil angket, tes, dan wawancara. Teknik keabsahan data dilakukan dengan triangulasi teknik. Analisis data dilakukan dengan reduksi data, penyajian data, dan verifikasi data serta penarikan kesimpulan. Kesimpulan dari hasil penelitian ini adalah (1) subjek left brain dominance memenuhi tiga aspek memenuhi tiga aspek kemampuan metakognitif yaitu mengembangkan perencanaan, memonitor pelaksanaan dan mengevaluasi tindakan dan dari ketiga aspek yang termunculkan siswa dengan left brain dominance memiliki tingkat kemampuan metakognitif reflective use. (2) subjek rightt brain dominance memenuhi tiga aspek memenuhi tiga aspek kemampuan metakognitif yaitu mengembangkan perencanaan, memonitor pelaksanaan dan mengevaluasi tindakan dan dari ketiga aspek yang termunculkan siswa dengan right brain dominance memiliki tingkat kemampuan metakognitif aware use dan strategic use Abstract This study aims to analyze the metacognitive abilities of junior high school students in solving problems in the number pattern material in terms of brain dominance. In determining subjects based on brain dominance of VIIIC grade students of SMP Negeri 13 Madiun. Based on the brain dominance questionnaire distributed obtained 4 subjects consisting of 2 subjects left brain dominance and 2 subjects right brain dominance. The type of research used is qualitative research. Data collection techniques in this study are based on the results of questionnaires, tests, and interviews. The data validity technique is done by triangulation techniques. Data analysis was performed by data reduction, data presentation, and data verification and conclusion drawing. The conclusions from the results of this study are (1) the left brain dominance subject fulfills three aspects of fulfilling three aspects of metacognitive abilities namely developing planning, monitoring implementation and evaluating actions and of the three aspects that arise students with left brain dominance have a level of reflective use metacognitive ability. (2) the rightt brain dominance subject fulfills three aspects of meeting three aspects of metacognitive abilities, namely developing planning, monitoring implementation and evaluating actions and of the three aspects that arise students with right brain dominance have a level of metacognitive abilities aware of use and strategic use

Multiplication VS Inverse Division Strategy in Grade V Elementary School Students

“…At the elementary school level, there are student misunderstandings [8] Critical thinking skills Student errors occur on different questions [3] Deswita reported that division is more difficult to learn than addition, subtraction, multiplication because in thinking of division there is a guessing step [3]. Thus, to help students who do not understand the estimation step because they do not know the division (mentally) in calculating porogapet using the inverse division approach from multiplication, they have strong reasons [4].…”

“…Lusiana et al reported the profile of creative thinking of students with high logicalmathematical intelligence in solving mathematical problems. The creativity studied is the creativity stage that appears at every stage of problem-solving, so that the creativity profile of students with high logical-mathematical intelligence in solving linear equation system problems is presented at each problem-solving step [8]. They uses contextual-based linear equations while researchers use division approach the opposite of multiplication to work on porogapet questions, but both have similarities, namely in the scope of arithmetic material so that researchers assume by providing adequate knowledge of arithmetic division students can be creative in problem-solving for porogapet questions and other arithmetic problems in the form of division instead.…”

Students' metacognition in solving non-routine problems

“…The second category is research on the role of student metacognition. The study concluded that the role of student metacognition is to build a well-composed mathematical frame of mind (Anggo et al, 2014), helping strategies to improve students' cognitive abilities (Nugrahaningsih, 2012), building students' thinking skills to solve a problem (Lusiana et al, 2020). Metacognition also plays a role in controlling and building students' cognition so that thinking becomes more effective and efficient (Sholihah, 2016).…”

Level of Self-Regulated Learning of Students at Takhassus Elementary School Al-Qur’an Kalibeber Wonosobo

“…Students aged 6-12 years still need closeness to home and parents because the home and family are the most comfortable and safe shelters (Allen, 2010;Damayanti & Margaretha, 2021;Winarsih, 2021). When the care and education of children at a young age is entrusted to caregivers at the boarding school who are not the biological parents of these children, it can affect their ability to use aspects of metacognition (Almasitoh & Nugrahaningsih, 2021;Lusiana et al, 2020;Setyaningsih et al, 2020), motivation, and behavior in participating in their learning process.…”