scholarly journals Pengembangan Kinerja Metakognitif Peserta Didik untuk Meningkatkan Kemampuan Pemecahan Masalah Kolaboratif Melalui Penerapan RPP Model Pembelajaran PME

2019 ◽  
Vol 10 (1) ◽  
pp. 1095-1106
Author(s):  
Ihdi Amin ◽  
Sukestiyarno Sukestiyarno ◽  
St. Budi Waluya ◽  
Sc. Mariani
Keyword(s):  
Problem Solving ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Collaborative Problem Solving ◽  
Metacognitive Strategy ◽  
Twelfth Graders ◽  
Collaborative Problem ◽  
Student Questionnaire ◽  
Metacognitive Learning

Abstract. The PME learning model is a model designed to optimize metacognitive learning through planning, monitoring, and evaluating activities (Amin & Mariani, 2017). This study aims to analyze the effect of applying the PME model Lesson Plan (LP) in the development of metacognitive performance to improve the collaborative problem-solving (CPS) abilities in mathematics learning. The subjects are 37 of twelfth graders of Senior High School, Kersana-Brebes. The data are collected with student questionnaire and problem solving test, and then they are analyzed with paired sample t-test. The analysis includes (1) Accomplishment level of PME model LP – a Control Tally Sheet (CTS-PME) is available to control it; (2) Students’ metacognitive performance – students fill Effectiveness Questionnaire (EQ-PME) are adopted from Darling-Hammond's metacognitive strategy; (3) ability of collaborative problem solving – students work on student’s worksheet (SW). The results are: (1) sig. = 0.000 <0.05 and t-cal = -4.820, - which means that LP shows significant increase in planning, monitoring and evaluating in learning activities; (2) sig. = 0.000 <0.05 and t-cal = -7.854. It shows that the LP implemented can increase the students’ metacognitive performance; and (3) sig. = 0.001<0.05 and t-cal = -4.671. these numbers tell us that the LP can increase significantly the students’ ability of collaborative problem solving.

scholarly journals SINTAKS MODEL PEMBELAJARAN MATEMATIKA COLLABORATIVE PROBLEM SOLVING PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL (SPLTV)

2018 ◽  
Vol 8 (2:) ◽  
pp. 65-72
Author(s):  
Mar'ah Rohmatul Ummah ◽  
Abdul Halim Fathani
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Social Constructivism ◽  
Cognitive Theory ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Learning Method ◽  
Collaborative Problem

Collaborative problem solving mathematics learning model aim for add new variation releated mathematics learning model which has been done by teachers. This learning model is new learning model which comes from a combination collaborative learning model and problem solving learning method. Based on the collaborative learning model supported by cognitive theory, social constructivism theory, and motivation theory. While the problem solving learning method supported by theory that refers to Polya steps. In addition to theories that support this learning model, a learning model includes approach, strategy, method, technique, and learning tactics. Collaborative problem solving learning model includes the following: (1) student centered approach; (2) discovery learning strategy and deductive learning strategy; (3) problem solving learning method; (4) study group technique; and (5) task LKPD tactics. After the collaborative problem solving learning model is formed, then the next step is making learning model syntax. Syntax of collaborative problem solving learning model is: (1) engagement; (2) exploration; (3) transformation; (4) solution; (5) presentation; and (6) reflection.

scholarly journals What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021 ◽  
Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Real Life ◽  
Collaborative Problem Solving ◽  
Student Agency ◽  
Student Groups ◽  
Collaborative Problem ◽  
Mathematical Arguments ◽  
Life Tasks ◽  
Collaborative Construction

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

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