scholarly journals The correlation between physics problem-solving skill and metacognitive ability from collaboration of socratic dialogue-modeling instruction implementation

2021 ◽  
Vol 1796 (1) ◽  
pp. 012093
Author(s):  
N A Lestari ◽  
U A Deta
Keyword(s):  
Problem Solving ◽  
Socratic Dialogue ◽  
Modeling Instruction ◽  
Dialogue Modeling ◽  
Metacognitive Ability

scholarly journals Analisis Kemampuan Metakognisi Siswa dalam Pemecahan Masalah Menggunakan Soal TIMSS ditinjau dari Perbedaan Gender

2021 ◽  
Vol 9 (2) ◽  
pp. 349-366
Author(s):  
Siti Nur Fatima ◽  
Zainul Munawwir ◽  
Lisma Dian Kartika Sari
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Data Collection ◽  
Male Student ◽  
Female Students ◽  
Mathematical Ability ◽  
Male And Female ◽  
Metacognitive Abilities ◽  
Data Collection Technique ◽  
Metacognitive Ability

Seeing the differences in the results of several previous studies on metacognitive abilities in problem solving, researchers are interested in examining students' metacognitive abilities in problem solving in terms of gender differences. This problem is important to study because it aims to determine the implementation of the metacognitive abilities of male and female students in problem solvingThe purpose of this study was to determine the metacognitive ability of male and female students in problem solving using TIMSS questions at SMP Al-Falah Pesanggrahan Jangkar for the 2020/2021 academic year. This type of research is descriptive qualitative. The subjects of this study were one male student and one female student from class VII SMP AL-Falah Pesanggrahan who had the same mathematical ability. Data collection techniques in this study were interviews, mathematical ability tests and TIMSS questions. Data analysis in this study was analyzed on each data collection technique. The results of data analysis showed that there was no difference in metacognitive ability in problem solving between male and female students. The metacognitive abilities of male and female students have been used well in problem solving. Both of them can explain their thinking process in every stage of problem solving.   Keywords: Metacognition Ability, Problem solving, TIMSS questions, Mathematical Ability, Gender Difference.  

scholarly journals PENGARUH PEMBELAJARAN BERBASIS PEMECAHAN MASALAH BERBANTUAN JURNAL BELAJAR TERHADAP KEMAMPUAN METAKOGNITIF

2016 ◽  
Vol 11 (1) ◽  
Author(s):  
Nurul Fathonah ◽  
Suhadi Ibnu ◽  
Suharti Suharti
Keyword(s):  
Problem Solving ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Problem Solving Model ◽  
Quasi Experimental ◽  
Learning Journal ◽  
Metacognitive Ability

Abstrak : Tujuan penelitian adalah untuk mengetahui perbedaan kemampuan metakognitif mahasiswa yang dibelajarkan dengan pemecahan masalah berbantuan jurnal belajar dengan tanpa bantuan jurnal belajar. Penelitian ini termasuk dalam eksperimen semu dengan menggunakan rancangan the matching only-Postest only control group design . Penelitian ini melibatkan dua kelas yaitu offering I sebagai kelas eksperimen dan offering G sebagai kelas kontrol. Kelas kontrol dibelajarkan dengan model pemecahan masalah dan kelas ekperimen dibelajarkan dengan model pemecahan masalah disertai penulisan jurnal jurnal belajar. Data pada penelitian ini adalah skor jurnal belajar dan lembar inventori metakognitif. Hasil penelitian menunjukkan bahwa kemampuan metakognitif mahasiswa yang dibelajarkan dengan model pemecahan masalah disertai jurnal belajar  lebih tinggi daripada mahasiswa yang dibelajarkan dengan model pemecahan masalah tanpa disertai jurnal belajar. Kata kunci :  pemecahan masalah, jurnal belajar,metakognitif. Abstract : The aim of this research is to find out whether the metacognitive ability of students involved in problem-solving based learning combined with learning journal is higher than that of the student in problem-solving without learning journal. This study employed a quasi-experimental by using the matching only-Postest only control group design. The population involved 2 (two) classes: offering I as an experiment group, and offering G as the control group. The control group was taught by problem-solving model, and the experiment group was taught by problem-solving augmented with learning journal. The measurements are learning journal scores and metacognitive awareness. The result shows metacognitive ability of students involved in problem-solving method combined with learning journal is higher than that of students involved in problem-solving without learning journal. Keyword: problem solving, learning journal, metacognitive

Using Writing Strategies in Math to Increase Metacognitive Skills for the Gifted Learner

2017 ◽  
Vol 40 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Heather Knox
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Mathematics Classroom ◽  
Metacognitive Skills ◽  
Problem Solving Skills ◽  
Gifted Learners ◽  
Solution Strategies ◽  
Multiple Strategies ◽  
Problem Solving Process ◽  
Metacognitive Ability

Metacognition is vital for a student’s academic success. Gifted learners are no exception. By enhancing metacognition, gifted learners can identify multiple strategies to use in a situation, evaluate those strategies, and determine the most effective given the scenario. Increased metacognitive ability can prove useful for gifted learners in the mathematics classroom by improving their problem-solving skills and conceptual understanding of mathematical content. Implemented effectively, writing is one way to increase a student’s metacognitive ability. Journal writing in the mathematics classroom can help students by clarifying their thought process while further developing content knowledge. Implementing writing can lead to increased understanding of the problem, identification of additional strategies that can be used to solve the problem, and reflective thinking during the problem-solving process. Reflective writing in mathematics can help students evaluate solution strategies and identify strengths and areas of improvement in their mathematical understanding.

scholarly journals Mathematical Learning with Metacognitive Ability Based on Problems in Solving the Source of Mathematical Stories in SMP Patra Dharma 2 Balikpapan

Variabel ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Rahayu Sri Waskitoningtyas
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Sampling Technique ◽  
Metacognitive Skills ◽  
Math Problem ◽  
Math Problem Solving ◽  
Story Problem ◽  
Mathematical Problems ◽  
Purposive Sample ◽  
Metacognitive Ability

<em>This study aims to describe the learning of mathematics with metacognitive ability based on problem solving in solving mathematics story problem in SMP Patra Dharma 2 Balikpapan. The type of this research is qualitative research, while the sampling technique is purposive sample. The results showed that through solving problems in solving mathematical problems, (1) learners will be trained to always involve metacognitive skills from the beginning of solving the problem of mathematics to the end of the form of formulation of answers and evaluate the results of work, (2) learners who have good metacognition skills tend to solve problems of solving problems of mathematical stories that they face well through the mobilization of consciousness and contextual thinking arrangements, and (3) learners are required to mobilize awareness and regulation of thinking (metacognition) through some math problem solving exercise.</em>

scholarly journals Mathematics Metacognitive Skills of Papua’s Students in Solving Mathematics Problems

2018 ◽  
Vol 14 (7) ◽  
pp. 14
Author(s):  
Awaluddin Tjalla ◽  
Maria Fransiska Putriyani
Keyword(s):  
Problem Solving ◽  
Participant Observation ◽  
Mathematics Learning ◽  
Research Result ◽  
Mathematical Ability ◽  
Metacognitive Skills ◽  
Learning Mathematics ◽  
Depth Interview ◽  
Cognitive Knowledge ◽  
Metacognitive Ability

This research focuses on the analysis of mathematics metacognitive skills of Papua’s students in School of Indonesian Children in solving mathematics learning problems. The research was conducted to provide a good quality education for Papuan students, so the research start the research from the metacognitive skills especially in mathematics. The respondents of the research are 6 students from grade VII in School of Indonesian Children. Those respondents are represent of higher mathematical ability, medium mathematical ability, and lower mathematical ability. The research used descriptive qualitative research method. Data collection procedures used in this research was in-depth interview and participant observation as well as documents related to metacognitive process in solving the problems in learning mathematics. The in-depth interview was with the respondents, the Principal, the mathematical teacher and the Character Building teacher. For documents related to metacognitive process in solving the problems in learning mathematics such as the result national exam in elementary, the result daily test of math, the result of quiz or homework. In general, the students in Papua were lack of mathematics metacognitive ability such as, lack of cognitive knowledge and cognitive regulation, sometimes they cannot perform the activities that reflects conscious metacognitive such as mathematics problem solving. The research result indicates that the structure metacognitive ability of students in Papua influences their problem solving ability in learning mathematics. This metacognitive ability is also influenced by the fact that it becomes their characteristics background as respondents from Papua.

Improving students’ problem solving skills of heat and temperature through modeling instruction

2020 ◽  
Author(s):  
Daniar Pangastiningasih Etikamurni ◽  
Anggian Anggraeni ◽  
Markus Diantoro ◽  
Sutopo
Keyword(s):  
Problem Solving ◽  
Problem Solving Skills ◽  
Modeling Instruction

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

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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