Cooperative Learning With Metacognitive Approach To Enhance Mathematical Critical Thinking And Problem Solving Ability, And The Relation To Self-Regulated Learning.

Anton , Noornia (2011) Cooperative Learning With Metacognitive Approach To Enhance Mathematical Critical Thinking And Problem Solving Ability, And The Relation To Self-Regulated Learning. PROCEEDINGS International Seminar and the Fourth National Conference on Mathematics Education. ISSN 978-979-16353-7-0

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Abstract

Mathematical critical thinking and problem solving ability are the ability that are expected to be obtained by students after they have done the learning mathematics in schools. In fact, most students have difficulties in mastering these skills when they are faced with problems that require the ability of higher-order thinking skills. Implementation of cooperative learning model in which metacognition approach developed into one of the alternatives that should be done considering the importance of metacognition as the supporting aspects of the mastery of mathematical critical thinking and problem-solving ability. To determine the successful application of these learning models, then performed experiments in the form of research in East Jakarta to three junior high schools with the criteria are high, medium and low, as the sampled study. At each school were conducted experiments to 3 classes that were given different treatments. In Experiment class 1 model of cooperative approaches applied metacognition (KPM), in experiment class-2 was applied only cooperative model (KP), and was applied the conventional learning to the control class (KV). Samples are 309 students. During the implementation, students were given problems that require critical thinking and problem solving ability. By solving these kinds of problems the students trained to be introduced and familiarized with mathematics problem solving strategies. Based on the results of data analysis, the conclusion that mathematical critical thinking and problem solving ability and self-regulated learning differ significantly based on; early math ability of students, and the application of models of learning. Through the calculation of the value of n-gain as a function of the difference between pretest scores and postest, found that math critical thinking and problem solving ability with students studying mathematical models of KPM higher than students who studied with KP and KV model. Key words: metacognition learning, cooperative learning, critical thinking skills, problem solving skills, self-regulated learning

Item Type: Article
Subjects: Prosiding > KNPM 2011
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Pendidikan Matematika
Depositing User: Jurusan Pendidikan Matematika
Date Deposited: 09 Jul 2012 03:11
Last Modified: 09 Jul 2012 03:11
URI: http://eprints.uny.ac.id/id/eprint/1868

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