Published date: Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages: 551–560

DOI: 10.18502/kss.v9i13.15958

Rina Oktaviana Sihotangviasihotang11@gmail.comDepartment of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Siti FatimahDepartment of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

Kusnandi .Department of Mathematics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

This research aims to examine the achievement of metacognition skills of students who obtain improved learning strategies with scientific learning compared to students who obtained conventional learning (Scientific). This research is a mixed method with concurrent embedded method. It consists of an experimental class that obtained improved learning strategies and a control class that obtained conventional learning (Scientific). The population of this research were students from one of the State Junior High Schools in Jambi with the characteristics of the average achievement of the National Final Examination score of 3.38 and the school accreditation was A. The sample of this research was students from class VIII of two classes. The results showed students who obtain Improve learning strategies have a tendency to perform metacognition skills with indicators of planning, monitoring, and evaluation more than students who obtain conventional learning (Scientific).

Keywords: improved learning strategies, junior high school, metacognition skills

[1] Sparrow R, Dartanto T, Hartwig R. Indonesia under the new normal: Challenges and the way ahead. Bull Indones Econ Stud. 2020;56(3):269–299.

[2] Byers V, Erlwanger S. Memory in mathematical understanding. Educ Stud Math. 1985;16(3):259–281.

[3] Mayer RE. Cognitive, metacognitive, and motivational aspects of problem solving. Instr Sci. 1998;26(1):49–63.

[4] Gardiner T, Zeitz P. The art and craft of problem solving. Math Gaz. 2021;84(499):18– 158.

[5] Holton D, Clarke D. Scaffolding and metacognition. Int J Math Educ Sci Technol. 2006;37(2):127–43.

[6] Özsoy G, Memiş A, Temur T. “Metacognition, study habits and attitudes.,” International Electronic Journal of Elementary Education. vol. 2, no. 1 SE-Articles, pp. 154–166, 2017.

[7] Anggo M. Pelibatan metakognisi dalam pemecahan masalah matematika. Pelibatan Metakognisi Dalam Pemecahan Masalah Matematika. 2011;01(April):25–32.

[8] Flavell JH. Metacognition and cognitive monitoring: a new area of cognitive– developmental inquiry. Am Psychol. 1979;34(10):906–11.

[9] Permendikbud, “Standar kompetensi lulusan no. 20 tahun 2016.,”. Kemendikbud. 2016;3(2):13–22.

[10] Nizlel H, Subanji N, Toto N, Susiswo, Akbar S, Swasono R. Toto, Susiswo, S. Akbar, and R. Swasono, “University students metacognitive failures in mathematical proving investigated based on the framework of assimilation and accommodation.,”. Educ Res Rev. 2016;11(12):1119–28.

[11] Erlin E, Fitriani A. “Profile metacognitive awareness of biology education students in microbiology course.” Journal of Physics: Conference Series. vol. 1157, no. 2, p. 2019. https://doi.org/10.1088/1742-6596/1157/2/022066.

[12] Israwati D, Johar R, Ansari BI. The development of students’ metacognition in mathematical problem-solving. AIP Conf Proc. 2021;2331(April):2021.

[13] Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving students’ learning with effective learning techniques. Psychol Sci Public Interest. 2013 Jan;14(1):4–58.

[14] Samsudin D, Hardini TI. The influence of learning styles and metacognitive skills on students’ critical thinking in the context of student creativity program. Int J Educ. 2019;11(2):117.

[15] Marantika JE. Metacognitive ability and autonomous learning strategy in improving learning outcomes [EduLearn]. Journal of Education and Learning. 2021;15(1):88–96.

[16] Kramarski B, Mizrachi N. Online interactions in a mathematical classroom. Educ Media Int. 2006;43(1):43–50.

[17] Becker CJ. “The effect of the metacognitive question-answer relationship (qar) strategy on student reading comprehension and articulation of strategy use.,” p. 2012.

[18] Saepuloh D, Sabur A, Lestari S, Mukhlishoh SU. Improving students’ critical thinking and self-efficacy by learning higher order thinking skills through problem based learning models [ Jurnal Pendidikan Indonesia]. JPI. 2021;10(3):495.

[19] Schraw G. “Promoting general metacognitive awareness bt - metacognition in learning and instruction: theory, research and practice.” (2001).

[20] Polya G. How to solve it: a new aspect of mathematical method. 2nd ed. 1978.

[21] Rivas SF, Saiz C, Ossa C. “Metacognitive strategies and development of critical thinking in higher education.,” Frontiers in Psychology. vol. 13, p. 2022. https://doi.org/10.3389/fpsyg.2022.913219.

[22] Fadillah R. Budiyono, Nurhasanah F. “The Analysis of students’ metacognition in solving math problems based on self-efficacy,” IOP Conference Series: Earth and Environmental Science. vol. 1808, no. 1, p. 2021.