The Effect of Metacognitive Learning Strategies on Heuristic Ability in Mathematical Reasoning and Self Efficacy Reviewed from Students’ Initial Mathematical Abilities (original) (raw)

Exploration of Metacognitive Ability at Elementary School Students in Learning Mathematics (Case Study in 1 th Grade Students of Elementary School

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.

Metacognition, self-efficacy, and mathematics learning achievement: A study based on gender differences

Journal of Physics: Conference Series, 2019

This research was conducted in 2018 in the 4th semester students of the mathematics education study program at the Catholic University of Widya Mandira Kupang. The aim was to determine the effect of metacognition and self-efficacy on mathematics learning achievement in terms of gender differences. The method used was multiple regression analysis. The results of this study indicated that both partially and simultaneously in male and female student groups all had a significant effect on mathematics learning achievement. The effect of metacognition and self-efficacy on mathematics learning achievement in female students was greater than that of male students. Of the two independent variables, self-efficacy had more influence on mathematics learning achievement than metacognition in both male students and female students. The results of this study indicated that male students' metacognition and self-efficacy need to be further improved. Self-efficacy needs to be given the most atten...

Differences in the Improvement of Students' Mathematical Reasoning Ability and Self-Confidence Between Metacognitive Approaches and Realistic Mathematical Approaches in MTS Negeri Balige

2020

This study aims to determine the differences in the improvement of students 'mathematical reasoning abilities and self-confidence taught by a metacognitive approach that is better than a realistic mathematics approach, as well as to analyze differences in the improvement of students' mathematical reasoning and self-confidence in terms of indicators. Data were obtained through tests of mathematical reasoning abilities consisting of students 'pre-test and post-test as well as a questionnaire to see students' self-confidence. Data were analyzed by independent test T-Test N-Gain Score. Based on the results of the independent T-Test N-Gain test scores of students' mathematical reasoning abilities obtained a significance value = 0.008 because of the sig level. smaller than 0.05, so it is concluded that there is a difference in the increase in students' mathematical reasoning abilities with a metacognitive approach higher than the realistic mathematics approach. Furthermore, for self-confidence, the significance value = 0.000 because of the sig level. smaller than 0.05, it is concluded that there is a difference in the increase in students' self-confidence with a metacognitive approach higher than the realistic mathematics approach. Furthermore, for the research results, the difference in the increase in students' mathematical reasoning and self-confidence in terms of the indicators is that there is a significant difference in the increase in mathematical reasoning abilities in indicator 1 and indicator 2 which are taught with a metacognitive approach which is higher than students who are taught with a realistic mathematics approach and for indicators 3 and 4. there is no significant difference in the increase in mathematical reasoning abilities. For self-confidence, there is no significant difference in the increase in mathematical reasoning skills in indicator 1 and indicator 2 who are taught with a metacognitive approach and students who are taught with a realistic mathematics approach and there is a significant difference in the increase in self-confidence in indicator 3, indicator 4, and indicator 5 who are taught with the metacognitive approach is better than students who are taught with a realistic mathematics approach.

Analysis of Mathematics Students Ability in Learning Metacognitive Strategy Type Ideal (Identify, Define, Explore, Act, Look)

International Electronic Journal of Mathematics Education, 2017

This study aims to analyze the problem solving skills of grade VII students in learning metacognitive strategy type IDEAL. The method used is qualitative research with descriptive approach to analyze the result of mathematics problem solving test with indicator 1) understand and represent problem, 2) choose or plan the solution, 3) solve the problem according to plan, and 4) recheck the result. This research was conducted in Madrasah Tsanawiyah Wanasaba sub-district. The time of the research was conducted in the even semester of the 2015/2016 school year, starting from February 2016 until March 2016. The results showed that 6.41% of students were able to plan the solution, 11.54% of the students were able to solve the problem as planned and 82.05 % of students were able to reexamine the results obtained. Based on these results, IDEAL type metacognitive learning strategy can improve students' math problem solving skills.

The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning

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.

Metacognitive Skills of Malaysian Students in Non-Routine Mathematical Problem Solving

Bolema: Boletim de Educação Matemática

Metacognitive skills play an important role in solving mathematical problems. However, there is a lack of empirical studies on the role of metacognitive skills in solving mathematical problems, particularly non-routine ones. Therefore, this study was undertaken to identify students' metacognitive skills and the impact of such skills on non-routine mathematical problem solving. By using a quantitative method, a total of 304 students in Johor Bahru district were involved in the study. A Self-Monitoring Questionnaire (SMQ) and a mathematical test were used in data collection. Data were analysed using descriptive and inferential statistics such as frequency, percentage, mean, the Mann-Whitney U test, and the Kruskal-Wallis H test. Results showed that the level of the students' performance in solving non-routine mathematical problems was very low. There was also a significant difference in the metacognitive skills among students with different performance levels in solving non-ro...

IJERT Volume 6 [4] The Effect Of Ideal Metacognitif Strategy on Achievement In Mathematic

The aim of the study was to determine the effect metacognitif ideal strategy on achievement in math class X SMA Bakti Idhata Jakarta. The method used in this study is the experimental method, sampling technique using simple random sampling technique. Instruments to collect data on research in the form of a multiple choice test consisting of 20 items. Based on the calculation of the t-test then H0 rejected and H1 accepted. It can be concluded that the average math student achievement that are given ideal strategy metacognitif higher than the average of students' mathematics learning outcomes which were given conventional strategy. Thus, the ideal strategy metacognitif influence on achievement in math. How to cite this article: Hasbullah. The Effect Of Ideal Metacognitif Strategy on Achievement In Mathematic. Inter.

Exploring Students' Problem-solving Ability and Response towards Metacognitive Strategy in Mathematics Learning

Universal Journal of Educational Research, 2020

Purpose: This study aims to investigate students' problem-solving abilities and responses during involving metacognitive strategy in learning. Methodology: This study used one group pre-test post-test design. The participants of this study were thirty-one first semester students of the Department of Mathematics Education, Universitas Muhammadiyah Surakarta. All participants have been enrolled in elementary mathematics courses. The data were collected by using tests and questionnaires. Before the first lesson has begun, students were given a pre-test to solve three contextual problems. Furthermore, the learning is carried out by integrating the metacognitive strategy for one and a half months. At the end of the lesson, the students were provided a post-test that consists of two contextual problems. Results:The result of the t-test showed that t-value =-7.937 < t-table =-2.0423. It can be concluded that there were significant differences between pre-test and post-test. Performance of the student's problem-solving abilities has increased after involving metacognitive strategy in learning with an average score of 73.5, compared to the pre-test with an average score of 47.9. Besides, students provide a positive response while engaging a metacognitive strategy in learning. Applications/Originality/Value: Involving metacognitive strategy in learning can enhance student's problem-solving abilities effectively.

The Relationship Between Candidate Teachers’ Mathematical Reasoning Skills and Their Levels of Using Metacognitive Learning Strategies

Mustafa Kemal University Journal of Social Sciences Institute , 2012

The purpose of this study was to investigate whether there was a relationship between the level of students’ using mathematical reasoning skills and using metacognitive learning strategies. The study was conducted at Tokat, Gaziosmanpasa University, Faculty of Education with the students from the first class of Elementary, Elementary Science, Social Sciences, Counseling and Guidance, Computer and Instructional Technologies Education Departments during the spring semester of 2009-2010 academic education years (N=348). In this study, “Metacognitive Learning Strategies Scale” was used for determining students’ metacognitive learning strategy levels and “Mathematical Reasoning Assessment Scale” was used for determining students’ mathematical reasoning skills were used. Research findings revealed that there was a significant positive relationship between students’ reported metacognitive learning strategies and reported mathematical reasoning skills, students’ mathematical reasoning increased as the levels of students’ using metacognitive learning strategies increased. Key Words: Metacognition, Learning Strategies, Metacognitive Learning Strategies, Mathematical Reasoning, Teacher Candidates.

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.