Students’ metacognitive ability in mathematical problem-solving learning based on lesson study for learning community (LSLC)

This study aims to discover how the mathematical problem-solving ability of students in class VIII using Pendidikan Matematika Realistic Indonesia (PMRI) through Lesson Study for Learning Community (LSLC) on straight-line gradient material. The subjects of this Study were Students of class VIII.B Srijaya State Junior High, totaling 32 students. The learning process takes place adapted to the principles and characteristics of PMRI through the LSLC system. Data collection the techniques used in this study were observation, written tests consisting of two problem descriptions, and interviews conducted to obtain supporting data. The observation was to see student activities during the learning process. The tests are conducted to find out how students mathematical problem-solving abilities. The interview is used to confirm the student's answers. Obtained students' mathematical problem-solving abilities on the Straight-Line Gradient subject and had reached the indicators of understanding the problem, planning solutions, and implementing plans with the most indicators often appear is the indicator of planning a solution. In contrast, the indicator that rarely appears is the indicator of the truth of the completion of the problem. The conclusion of this research is mathematical problem solving of 8th-grade students using PMRI through LSLC on gradient material category was enough.

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ANALISIS METAKOGNISI SISWA BERBASIS LESSON STUDY FOR LEARNING COMMUNITY (LSLC) DITINJAU DARI GAYA KOGNITIF

Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika ◽

10.35316/alifmatika.2020.v2i1.73-91 ◽

2020 ◽

Vol 2 (1) ◽

pp. 73-91

Author(s):

Saiful Saiful ◽

Hobri Hobri ◽

Mohammad Tohir

Keyword(s):

Learning Community ◽

Cognitive Style ◽

Lesson Study ◽

Mathematical Problem ◽

Cognitive Styles ◽

Mathematical Problem Solving ◽

Think Aloud ◽

Test Results ◽

Long Time ◽

Open Class

This research aims to analyze students' metacognition in learning mathematical problem solving based on Lesson Study for Learning Community (LSLC) if reviewed from reflective and impulsive cognitive styles. The research method employed in this research is descriptive qualitative. The data collection is done by observation, tests, interviews, think aloud and documentation. The test is given to 30 students when an open class in class VII of MTs Miftahul Hidayah. Based on the test results, students are grouped into two in reviewed from reflective and impulsive cognitive styles. Three students were selected from each group to be interviewed and deepened through a think-aloud technique. The form of data analysis is classified into induction and reduction theory. The results of this research indicates that 18 students (60%) have reflective cognitive styles and 12 students (40%) have impulsive cognitive styles. Reflective cognitive style students, the scores obtained are better by using a relatively long time and can do aspects of metacognition well. While the scores obtained by impulsive cognitive style students are lower with the use of the time that is relatively faster and unable to perform aspects of metacognition well.

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Students’Metacognitive Abilityin Mathematical Problem-Solvingthrough the Problem-based Learning Model

Jurnal Didaktik Matematika ◽

10.24815/jdm.v8i1.19960 ◽

2021 ◽

Vol 8 (1) ◽

pp. 32-44

Author(s):

Zia Anjelina ◽

Usman Usman ◽

Marwan Ramli

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Problem Based Learning ◽

Vital Role ◽

Mathematical Problem Solving ◽

Ability Groups ◽

Mixed Method Design ◽

Post Test ◽

Pbl Model ◽

Metacognitive Ability

Students lack metacognitive ability despite its vital role in mathematical problem-solving. The problem-based Learning (PBL) model is one of the learning models to improve metacognitive ability in problem-solving. This study aimed to analyze the students'metacognitive ability in mathematical problem solving through PBL and examine its improvement. This present study applied the explanatory sequential mixed-method design. The population was the Year 11 students from one of the senior high schools in South Aceh Regency, Indonesia. Data collection was conducted using three instruments: pre-test, post-test, and interview guidelines. The pre-test and post-test data were analyzed using the t-test, while students' metacognitive ability was analyzed qualitatively. The results showed that students' metacognitive ability in mathematical problem solving through the PBL model was increased. Furthermore, students' metacognitive abilitywas at the semi-reflective use, the strategic use, the aware use levels for high-ability, medium-ability, and low-ability groups.

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