Ariyadi, Wijaya and Marja, van den Heuvel Panhuizen and Michiel, Doorma (2015) METACOGNITIVE PROMPT AS A MEANS TO IMPROVE STUDENTS’ TASK COMPREHENSION. Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2015 (ICRIEMS 2015), Yogyakarta State University, 17-19 May 2015. ISSN 978-979-96880-8-8
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Abstract
One of the most dominant errors made by (Indonesian) students when solving context-based PISA mathematics tasks is error in comprehending the task. This paper reports a study on improving students’ comprehension of context-based tasks. A total of 299 eight graders from six junior high schools in the Province of Yogyakarta participated in this study. The study employed a field experiment with a pretest-posttest control-group design for which we used an intervention program comprising a set of context-based tasks which were supplemented with metacognitive prompts. The result of the study shows a significant difference between the experimental group and the control group on the decrease in the total number of errors (² (1, n = 4127) = 4.149, p = .042). In comparison to their counterparts in the control group, the students in the experimental group had a better improvement regarding two aspects of task comprehension: understanding the instruction of the task and selecting relevant information. Key words: context-based tasks; metacognitive prompts; task comprehension
| Item Type: | Article |
|---|---|
| Subjects: | Prosiding > ICRIEMS 2015 > Mathematics & Mathematics Education |
| Divisions: | Fakultas Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Pendidikan Matematika |
| Depositing User: | Administrator |
| Date Deposited: | 08 Jul 2015 07:11 |
| Last Modified: | 08 Jul 2015 20:55 |
| URI: | http://eprints.uny.ac.id/id/eprint/22993 |
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