The Enhancement of Students' Critical Thinking Skills in Mathematics through The 5E Learning Cycle with Metacognitive Technique (original) (raw)
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International Journal on Emerging Mathematics Education
Penelitian ini bertujuan untuk mendeskripsikan peningkatan dan pencapaian kemampuan berpikir kritis matematis siswa yang menerima Learning Cycle 5E dengan teknik Metakognitif, Learning Cycle 5E, dan pembelajaran konvensional. Penelitian ini menggunakan metode eksperimen dengan desain kelompok kontrol pretest-posttest. Populasi adalah siswa SMP di Indramayu, Indonesia. Sampel terdiri dari tiga kelas siswa kelas VIII dari sekolah level tinggi dan tiga kelas dari sekolah level sedang. Hasil Penelitian mengungkapkan bahwa dilihat dari siswa secara keseluruhan, peningkatan dan pencapaian kemampuan berpikir kritis siswa yang menerima Learning Cycle 5E dengan teknik Metakognitif lebih baik dari siswa yang menerima Learning Cycle 5E dan pembelajaran konvensional. Kemampuan berpikir kritis matematis siswa yang menerima Learning Cycle 5E lebih baik dari siswa yang menerima pembelajaran konvensional. Tidak ada pengaruh interaksi antara model pembelajaran dan level sekolah terhadap peningkatan dan pencapaian kemampuan berpikir kritis matematis siswa.
This study aimed to describe enhancement and achievement of students' Creative Thinking Skills in Mathematics (CTSM) as a result of 5E Learning Cycle with Metacognitive Techniques (LCM). This research used a quasi-experimental design with pretest-posttest control group. The population of the research is Junior High School students in Indramayu City, Indonesia. The sample is eighth grade students from two school levels, amounted to 173 students. The instruments used were consisted of CTSM tests and observation sheet. The study reveal that in terms of overall and in all school level, the enhancement and achievement of students' CTSM who received LCM is better than those who received 5E Learning Cycle (LC) and Conventional Learning (CL). Likewise the enhancement and achievement of students'CTSM who received LC is better than those who received CL. there is no interaction effect between learning model and school level towards enhancement and achievement of students'CTSM.
2021
Metacognition can help students improve the competencies needed for them to develop high order thinking skill, which will help in the global competition. However, students’ metacognitive skill has yet to receive serious attention from teachers. This study aims to find out the correlation between developing students’ metacognition and their learning results in Math, Reading, and Science. The method used was the quantitative method with correlational analysis using secondary data from 2018 PISA result consisting of questionnaire and scores in Math, Reading, and Science test. The total samples of students were 11.986 students. The hypothesis was tested and analyzed using non-parametric method, through Spearman rank correlation. The result showed that there was a positive and significant correlation between developing students’ metacognition and the learning result in the subjects of Math, Science, and Reading. However, it was a weak correlation. This was partly due to many Indonesian s...
This study aimed to describe the representation of students' meta-cognition in math problems solving. The subject in this study was 1 st grade students of elementary school in Sukasari Bandung which had the 8 th and 9 th rank in their class as many as 3 pairs. This was done with the consideration that the couple was at a critical ranked in the top 10 best-in-class. The data was collected through the journal school daily tasks, individual tasks, tasks in pairs (pair think aloud), deep-interview, observation with video recorder. The results showed that the development of meta-cognitive, motivation improvement and self-confidence, controlling cognitive process, endurance, specially verbally (Think-Aloud) may indirectly improve communication skills. Students need more guidance to reflect on their own thinking. Think Aloud usage can be tested on students who were at more mature stage of communication such as students at the level of middle and higher education. In addition, it was necessary to develop the validity of measurement instruments of Adversity Quotient in viewing the impact of the application of meta-cognitive strategy of think-aloud in learning mathematics.
International Journal of Instruction
This paper reports the findings of a quasi-experiment that aims to investigate the role of metacognitive teaching-learning (MTL) and mathematical prior knowledge (MPK) on students' mathematical logical thinking ability (MLTA) and selfregulated learning (SRL). The subject of the study was 70 tenth-grade students inSumedang, Indonesia. One experimental group and one control group were used, and the students were grouped into three categories based on their mathematical prior knowledge (high, medium and low). The instruments of this study were a short-answer-MPK test, an essay MLTA test, and a SRL scale. The data were analyzed by using Anova, t-test, Mann-Whitney test, and Kruskal-Wallis test. The study find that compared to conventional learning, MTL gave better influence on students with medium MPK in MLTA and gave an overall better effect on students in SRL. However, for entirely students, the students' grades of SRL are fairly good, but the students' grades of MLTA are still low. There is no interaction between learning approaches and MPK on improving MLTA, and there is an interaction between learning approaches and MPK on improving SRL.
An investigation of the relationship between metacognition and mathematics achievement
Asia Pacific Education Review, 2011
The purpose of this study was to investigate the effect of using metacognitive strategy training on mathematical problem solving achievement. The study took place over a nine-week period with 47 fifth grade students. The experimental group (n = 24) instructed to improve their metacognitive skills. At the same time the students in the control group (n = 23) received no additional activities and continued their normal lessons. Students were pre-and post-tested with the Mathematical Problem Solving Achievement Test and Turkish version of Metacognitive Skills and Knowledge Assessment (MSA-TR). The results indicated that students in the metacognitive treatment group significantly improved in both mathematical problem solving achievement and metacognitive skills.
International Journal of Humanities and Social Science Invention (IJHSSI), 2023
The present study was conducted to find out the relationship between achievement in mathematics and metacognitive skills and achievement in mathematics and learning style of secondary school students. A total of 600 secondary school students were selected from various schools of Prayagraj District. A self-constructed tool for achievement in mathematics, Learning Style Inventory tool by Mishra (2012) and Metacognitive Skills Scale by Gupta and Suman (2017)were used to conduct the study. The coefficient of correlation was used to find the relationship between achievement in mathematics and metacognitive skills and achievement in mathematics and learning style. The study concludes that there is a positive strong correlation between achievement in mathematics, metacognitive skills and achievement in mathematics and learning style of secondary school students.
Jurnal Didaktik Matematika
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. ...
Effectiveness of metacognitive thinking programme for 9th standard students of Gujarat state
2014
The purpose of the study was to find out effectiveness of the metacognitive thinking programme for the students of class IX. Use standardized metacognitive thinking inventory while development and implementation of the metacognitive thinking programme during this research study. Research key Words: Effectiveness, Implementation, Metacognitive Thinking Programme, 9th standard students Introduction: The concept of metacognition has recently become a popular area in education. Researchers and educators are deeply concerned about the type and levels of knowledge children are acquiring in schools. Metacognitive thinking is an important and vital topic in modern education. Metacognition has application for many areas of school success. Objectives: The study was carried out with two types of objectives, (A) Task objectives: 1. To develop programme for enhancing Metacognitive thinking for students of class IX. 2. To implement programme for enhancing Metacognitive thinking on students of cla...