Peningkatan Kemampuan Pemecahan Masalah dan Berpikir Kritis Matematis Siswa melalui Pendekatan Metakognitif

Ainuna Fasha, Rahmah Johar, M. Ikhsan

Abstract


Mathematical problem solving and critical thinking is two skills that need to be improved through learning mathematics. Metacognitive approach is one approach to improve them. This study aims to examine differences in the improvement of problem solving skills and mathematical critical thinking between students who get learning with a metacognitive approach and students who get conventional learning. This research is an experimental study with a pre-test post-test control group design research design. The population was all students of class XI of SMAN 3 Banda Aceh by taking samples of two classes, namely the experimental class and the control class through purposive sampling technique. Data collection was carried out using problem solving ability tests and mathematical critical thinking tests. Data analysis used t-test and analysis of variance. The results show that overall the improvement of students' mathematical problem solving and critical thinking skills that are learning with a metacognitive approach are better than students who obtain conventional learning, and there is an interaction between learning approaches and student ratings on mathematical problem-solving abilities

Keywords


critical thinking, metacognitive skill, problem solving

Full Text:

PDF

References


Branca, N. A. (1980). Problem Solving as A Goal, Process and Basic Skill. In. S. Krulik and R. E. Reys (Eds). Problem Solving in School Mathematics.Washington, DC: NCTM.

Brunning, R. H., Schraw, G. J, & Ronning, R. R. (1990) Cognitive Psychology and Instruction. United State of America: Merril, Prentice Hall, Inc.

Costillas, J. M. (2016). Eliciting and sustaining critical thinking through brain-based teaching in mathematics. Journal of Educational and Human Resource Development, 4, 50-55.

Costa, A. L. & Presseisen, B. Z. (1985). Glossary of Thinking Skill. In A.L. Costa (ed). Developing Minds: A Resource Book for Teaching Thinking. Alexandria: ASCD.

Demirciog˘lu, H., Argu¨n, Z., & Bulut, S. (2010) A case study: assessment of preservice secondary mathematics teachers’ metacognitive behaviour in the problem-solving process. ZDM Mathematics Education, 42, 493–502.

Gani, U. A. (2014). Aktivitas metakognisi mahasiswa calon guru matematika dalam pemecahan masalah terbuka. Jurnal Didaktik Matematika, 1(2), 21-29.

Harianto, B. (2014). Meningkatkan kemampuan pemecahan masalah dan penalaran matematis siswa melalui pendekatan metakognitif, Tesis (Tidak dipublikasikan). Bandung: UPI.

Hasratuddin & Karnasih, I. (2017). Improving critical thinking and emotional intelligence capabilities of secondary school students through realistic mathematics education approach, International Journal of Innovation in Science and Mathematics, 5(1), 1-6.

Kemendikbud. (2013). Materi pelatihan guru implementasi kurikulum 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Lisa. (2012). Peningkatan kemampuan berpikir kritis dan pemecahan masalah matematika siswa SMP negeri Lhokseumawe melalui pendekatan matematika realistik. Tesis (Tidak dipublikasikan). PPs Universitas Negeri Medan.

Maulana. (2008). Pendekatan metakognitif sebagai alternatif pembelajaran matematika untuk meningkatkan kemampuan berpikir kritis mahasiswa PGSD. Jurnal Pendidikan Dasar, 10, 1-8.

Moghadam, A.Z., Fard, M.M.M.K. (2011). Surveying the Effect of Metacognitive Education on the on the Mathematics Achievement of 1st Grade High Junior School Female Students in Educational District 5, Tehran City, Procedia - Social and Behavioral Sciences, 29 (2011), 1531 – 1540.

Montague, M. & Applegate, B. (1993). Mathematical Problem-Solving Characteristics of Middle school students with Learning Disabilities. The Journal of Special Education, 27(2), 175-201.

Motter, A. (2010). George Polya, “How To Solve It ?”. Diakses pada tanggal 20 Juni 2013, dari: http://www.math.twsu.edu/history/men/polya.html.

Murni, A. (2010). Pembelajaran matematika dengan pendekatan metakognitif berbasis masalah kontekstual. Dalam Prosiding Seminar Nasional Matematika dan Pendidikan Matematika, FMIPA UNY, (Vol. 27, pp. 518–527).

Murni, A. (2010). Pembelajaran matematika dengan pendekatan metakognitif berbasis. masalah kontekstual. Tesis (tidak dipublikasikan): Universitas Riau

NCTM (2000). Principles and Standards for School Mathematics. United State of America: The National Council of Teachers of Mathematics, Inc.

Nindiasari, H. (2013). Meningkatkan kemampuan dan disposisi berpikir reflektif matematis serta kemandirian belajar siswa SMA melalui pembelajaran dengan pendekatan metakognitif. Tesis (Tidak dipublikasikan). Bandung: Universitas Pendidikan Indonesia

Polya, G. (1973). How to Solve It - A New Aspect of Mathematical Method (Second Edition). New Jersey: Princeton University Press.

Santrock, J. W. (2011). Educational Psychology. New York: McGraw Hill.

Smith, M. J. (2013). An Exploration of Metacognition and its Effect on Mathematical

Performance in Differential Equations. Journal of the Scholarship of Teaching and

Learning, 13(1), 100 – 111.

Suzana, Y. (2003). Meningkatkan kemampuan pemahaman dan penalaran matematis siswa smu melalui pembelajaran dengan pendekatan metakognitif. Tesis (Tidak dipublikasikan). Bandung: Universitas Pendidikan Indonesia.




DOI: https://doi.org/10.24815/jdm.v5i2.11995

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Ainuna Fasha, Rahmah Johar, M. Ikhsan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Jurnal Didaktik Matematika

ISSN 2355–4185 (print) | 2548–8546 (online)

Published by:

Universitas Syiah Kuala incorporated with the Indonesian Mathematics Educators Society (I-MES)

Mathematics Education Department Faculty of Teacher Training and Education, Universitas Syiah Kuala, Darussalam, Banda Aceh, Indonesia - 23111

Website : http://jurnal.usk.ac.id/DM/ 
Email     : jurnal.jdm@usk.ac.id 

Creative Commons License

Jurnal Didaktik Matematika by Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.