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

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