Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-08-15T07:01:32ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttp://eprints.uny.ac.id/2014-11-07T04:27:41Z2014-11-07T04:27:41Zhttp://eprints.uny.ac.id/id/eprint/11509This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115092014-11-07T04:27:41ZPROBLEM BASED AND METACOGNITIVE LEARNING TO IMPROVE
MATHEMATICAL REFLECTIVE THINKING SKILLSThis study was conducted to determine the student’s reflective thinking skills who
are taught with problem-based learning and metacognitive; to know the
mathematical reflective thinking skills of students who are taught by conventional
learning; to identify the difference of increased reflective thinking skills among
students that taught with problem-based learning and metacognitive and students
who are taught by conventional learning. The analytical method used is the means
difference testing using the Mann Whitney test and t-test. Research subjects were
students of the fifth semester of mathematics education in the course Structure of
Algebra I and the seventh semester student in the course Mathematical Statistics II.
The results showed that the Structure of Algebra I course, student’s reflective
thinking skills with problem-based learning has implications for the development of
mathematical ideas to solve the problem: in the course of Mathematical Statistics II,
student’s reflective thinking skills has implication on efficiency and simplicity in a
solving problems, and mathematical reflective thinking skills approach to student
learning with problem-based learning in the Structure of Algebra I course is better
than mathematical reflective thinking skills of students in conventional learning
approach. Similarly, the mathematical reflective thinking skills that students are
learning the metacognitive approach the subject of Mathematical Statistics II better
than reflective mathematical thinking skills of students in conventional learning
approach.Muin AbdulKurniawati Lia2014-11-07T04:27:41Z2014-11-07T04:27:41Zhttp://eprints.uny.ac.id/id/eprint/11511This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/115112014-11-07T04:27:41ZTHE ACHIEVEMENT OF MATHEMATICAL CONNECTION SKILLS BASED
ON COGNITIVE LEVEL THROUGH MEANS ENDS ANALYSIS (MEA)
STRATEGY OF LEARNINGThis research aims to analyze the effect of learning strategies (MEA and
Conventional), cognitive levels (low, middle, and high), and interaction of learning
strategies and cognitive levels to the achievement of mathematical connection skills.
The quasi experiment design with Randomized Subjects Post-test Only Control
Group Design of the research was conducted at one of junior high school in South
Tangerang. The results of the research revealed that,first; there is significant effect
from learning strategies to the student’ s achievement of mathematical connection
skills. The difference learning strategy affects the student’ s mathematical connection
skills. MEA strategy gives mathematical connection skills better than conventional
strategy . Second, there is significant effect from cognitive level to the student’ s
mathematical connection skills. Higher Cognitive levels are providing mathematical
connection skill better. Third, there is no interaction effect of learning methods with
the level of cognitive to student’ s mathematical connection skills. The differences of
learning strategies and cognitive levels combination are not influence to the
student’ s mathematical connection skills.Muin AbdulPermata CitraAfidah Afidah2012-07-02T05:54:31Z2012-07-02T05:54:31Zhttp://eprints.uny.ac.id/id/eprint/1009This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/10092012-07-02T05:54:31ZThe Situations That Can Bring Reflective Thinking Process
In Mathematics Learning
This paper focuses on situations that can bring reflective thinking process in mathematics learning. Reflective thinking can be identified from the phases of the reflective cycle of teaching, the phases of reflection, and metacognitive activities designed for learning. In order to stimulate reflective thinking process is good to consider the prior knowledge and intuition student owned. Relevant prior knowledge and intuition is useful in solving problems to create the situations that can bring reflective thinking process namely, the selection of action or alternative solutions, and decision-making regarding actions or solutions created or obtained.
Key Words: Reflective Cycle, Reflective Phase, Metacognitive Activity, Prior Knowledge, Intuition, Selecting Action, Decision Making
Muin Abdul