Teaching Material Mathematics with a Metacognitive Approach Guidance

Arvyaty, Arvyaty; Salim, Salim; Maryanti, Era

doi:10.11591/edulearn.v12i2.7566

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…However, this also happened to SMP Negeri 45 Makassar students with low mathematical literacy skills in answering questions starting at level 3 and level 4, level 5 and level 6. One of the reasons is that the available teaching materials do not facilitate students in improving mathematical literacy [7], [8].…”

Section: Introductionmentioning

confidence: 99%

“…According to [7], the mathematical literacy ability of level 3 and 4 students can be improved by developing mathematics teaching materials. Suitable teaching materials to be developed is module with learning model based on experiential learning because with teaching material in the form of module, students can learn independently and understand the subject matter optimally.…”

Section: Introductionmentioning

confidence: 99%

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Development of Mathematics Teaching Material based on Experiential Learning Model to Improve Students’ Mathematical Literacy Skills

Desy,

Nursalam,

Suharti

et al. 2024

ITM Web Conf.

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This study aims to determine the development of the process of mathematics teaching materials based on the Experiential Learning model to improve mathematical literacy skills in two-variable linear equation system materials as well as the level of validity, practicality, and effectiveness. This type of research is Research and Development regarding the ADDIE development model, which consists of several stages: Analysis, Design, Development, Implementation, and Evaluation. The product developed as teaching materials is a module based on the Experiential Learning model on the material of a two-variable linear equation system. The test subjects in this study were grade VIIIA students of SMPN 45 Makassar, totaling 28 students. The instruments used in this study were expert validation sheets, student response questionnaires, teacher response questionnaires, observation sheets of teacher ability in managing learning, observation sheets of student activities, and learning outcome tests. The results showed that in the limited trial stage, teaching materials based on experiential learning on two-variable linear equation system material had met the criteria of validity, practicality, and effectiveness.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development of Mathematics Teaching Material based on Experiential Learning Model to Improve Students’ Mathematical Literacy Skills

Desy,

Nursalam,

Suharti

et al. 2024

ITM Web Conf.

View full text Add to dashboard Cite

show abstract

“…However, the process of learning mathematics Junior Secondary School 12 Kendari City Indonesia has not shown maximum results caused mathematics teacher has yet to determine the right strategy in teaching and lack of interest in student learning. Cause factor of low-interest student learning that is students less accustomed to doing the process of solving connection correctly, i.e., with the stages of the understanding problemsolving, the planning problem-solving, the implementing problem-solving and the check problem-solving [3].…”

Section: Introductionmentioning

confidence: 99%

Approach to Learning Mathematics with Metacognitive Guidance

Salim¹,

Arvyaty²,

Maryanti³

2019

Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)

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The process of student's metacognition is a thought consciousness within the students so that it can perform special tasks, and then use that awareness to control what students will do. Metacognitive guidance based on the self-questioning who constructed own students through exercises on a regular basis. The purpose of this study is to describe the metacognitive guidance grade VIII SMP Negeri 12 Kendari. The results of this research show that students who use a metacognitive guidance approach better than the students who use the conventional approach, the existence of the metacognitive guidance approach makes the students interpret a problem so that it is capable of describing a mathematical problem with their own language. Therefore, it is able to solve math problems. In addition, this study uses a metacognitive guidance approach focused on four basic questions that must be mastered students, i.e., comprehending the problem, constructing connections, use of strategies, and the reflecting.

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Using Cooperative Learning Models of The Bamboo Dancing Type to Improve the Skills of 4C Students

Arvyaty

Salim

Kadir

et al. 2021

J. Phys.: Conf. Ser.

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Mathematical learning is essentially related to problem solving, reasoning and abstraction, which can be used to level 4C skills. One interesting mathematical learning model for practicing creative and critical thinking skills is a cooperative learning model of the bamboo dancing type. This Model emphasizes the occurrence of cooperation between students in pairs in large groups, shifting each other to move position according to the clockwise direction to solve a problem, students actively communicate and Collaborate to resolve specific issues and within specific time constraints. The results of this study show that: (1) Students can explain and exchange information with their friends, (2) students can learn how to convey information correctly, so that their friends can understand it, (3) students can grow and increased cooperation in a group to resolve a particular problem, (4) students can increase its tolerance to differing cognitive abilities of students, (5) students can strive to think critically and creatively.

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Teaching Material Mathematics with a Metacognitive Approach Guidance

Cited by 3 publications

References 1 publication

Development of Mathematics Teaching Material based on Experiential Learning Model to Improve Students’ Mathematical Literacy Skills

Development of Mathematics Teaching Material based on Experiential Learning Model to Improve Students’ Mathematical Literacy Skills

Approach to Learning Mathematics with Metacognitive Guidance

Using Cooperative Learning Models of The Bamboo Dancing Type to Improve the Skills of 4C Students

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