Metacognitive Approach to Improve Students' Mathematical Problem Solving Skills based on Thinking Styles

Abstract

Students' thinking styles are important factors for teachers to accommodate all types of students' thinking styles in a learning approach. Therefore, this study aims to determine students' mathematical problem-solving skills from their respective thinking styles using a metacognitive approach. The sample in this study was 60 students of class XII Madrasah Aliyah Negeri Ambon consisting of 31 Mathematics IPA-1 classes as the experimental class and 29 Mathematics IPA-2 classes as the control class. This research is a quasi-experimental study with a pretest-posttest control group design. The research instruments used were tests (pre-test and post-test) and the thinking style instrument. The data were tested by univariate test and t-test. The experimental class concluded; There are differences in the improvement of students' mathematical problem-solving abilities between groups of thinking styles and there is an influence of thinking styles on problem-solving abilities. While in the control class; There is no difference in increasing students' mathematical problem-solving skills between groups of thinking styles, nor is there any influence of thinking styles on problem-solving abilities. These results illustrate that students' mathematical problem-solving skills can be influenced by thinking styles as a result of the learning approach used, namely the metacognitive approach.