METAKOGNISI SISWA DENGAN GAYA BELAJAR INTROVERT DALAM MEMECAHKAN MASALAH MATEMATIKA

Marni Zulyanty; Ipung Yuwono; Makbul Muksar

doi:10.17977/um076v1i12017p64-71

METAKOGNISI SISWA DENGAN GAYA BELAJAR INTROVERT DALAM MEMECAHKAN MASALAH MATEMATIKA

Marni Zulyanty, Ipung Yuwono, Makbul Muksar

Abstract

One of the most important aspects of mathematic learning is mathematical problem solving. The importance of mathematical problem solving in Indonesia is reflected in the graduate competency standards of curriculum. The competence underlined awareness and control over cognitive process in solving a problem often called as metacognition. This research titled “students’ introvert learning style metacognitive in solving mathematical problems” aimed to describe introvert students’ metacognitive ability to solve problem, as a variant of learning styles. This is a qualitative research with introvert learning style students as the subject. The research concludes that students with introvert learning style have used high level metacognition in solving mathematical problem.

Full Text:

[Download PDF]

References

Adebola,S.& Sakiru, I. 2012. A Problem Solving Model as a Strategy for Improving Secondary School Students’ Achievement and Retention in Further Mathematics. ARPN Journal of Science and Technology, 2 (2) : 122-130.

Bednarik, K.& Keinonen, T. 2011. Sixth Graders’ Understanding of Their Own Learning: A Case Study in Environmental Education Course. Internasional Journal of Environmental & Science Education, 1 (6) : 59-78.

Caliskan, M.& Murat, A. 2011. The Effect of Learning Strategies Instruction on Metacognitive Knowledge, Using Metacognitive Skills and Academic Achievement (Primary Education Sixth Grade Turkish Course Sample). Educational Sciences : Theory and Practice, 1 (11) : 148-153.

Creswell, J. W. 2012. Educational Research “Planning, Conducting, and Evaluating Quantitative and Qualitative Research”. Amerika : Pearson.

Eleonora, L. 2008. Metacognition and Theory of Mind. Cambridge: Cambridge Scholars Publishing.

Garner-O, L.& Harrison, S. 2013. An Investigation of the Learning Style and Study Habits of Chemistry Undergraduate in Barbados and their Effect ad Predictors of Academic Achivement in Chemical Group Theory. Journal of Education and Social Research, 2 (3) : 107-122.

Isaacson, R.& Fujita, F. 2006. Metacogitive Knowledge Monitoring and Self-Regulated Learning : Academic Succes and Reflections on Learning. Journal of the Scholarship of Teaching and Learning, 1 (6) : 39-55.

Johnson, B. & Christensen, L. 2004. Educational Research: Quantitative, Qualitative, and Mixed Approaches Second Edition. United Stated of America : Pearson Education Schraw, G. &

Dennison, R. 1994. Assessing Metacognitive Awareness. Contemporary Education Psychology, 19 : 460-475.

Kazemi, F.; Reza, M.& Sahar, B. 2010. A Subtle View to Metacognitive Aspect of Mathematical Porblem Solving. International Conference on Mathematics Education Research, 8 : 420-426.

Kuzle, A. 2010. Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment. International Electronic Journal of Mathematics Education, 1 (8) : 20-40.

Landine, J. & Stewart, J. 1998. Relationship Between Metacognition, Motivation, Locus of Control, Self-Efficacy, and Academic Achievement. Canadian Journal of Counselling, 32 (3) : 200-212.

Sahar, B. & Rohani, A. 2010. Assessing Cognitive and Metacognitive Strategies during Algebra Problem Solving Among University Students. International Conference on Mathematics Education Research, 8 : 403-410.

DOI: http://dx.doi.org/10.17977/um076v1i12017p64-71