Students' Metacognitive Ability Mathematical Problem-Solving through the Problem-based Learning Model

Zia Anjelina, Usman Usman, Marwan Ramli

Abstract


Students lack metacognitive ability despite its vital role in mathematical problem-solving. The problem-based Learning (PBL) model is one of the learning models to improve metacognitive ability in problem-solving. This study aimed to analyze the students'metacognitive ability in mathematical problem solving through PBL and examine its improvement. This present study applied the explanatory sequential mixed-method design. The population was the Year 11 students from one of the senior high schools in South Aceh Regency, Indonesia. Data collection was conducted using three instruments: pre-test, post-test, and interview guidelines. The pre-test and post-test data were analyzed using the t-test, while students' metacognitive ability was analyzed qualitatively. The results showed that students' metacognitive ability in mathematical problem solving through the PBL model was increased. Furthermore, students' metacognitive abilitywas at the semi-reflective use, the strategic use, the aware use levels for high-ability, medium-ability, and low-ability groups.

Keywords


problem solving, metacognitive ability, problem-based learning model

Full Text:

PDF

References


Achsin, M. A., Kartono, K., & Wibawanto, H. (2020). Analysis of problem solving capabilities in problem based learning contextual approaches based on metacognitive awareness.Unnes Journal of Mathematics Education Research,9(2), 147-155.

Amir, M. F. (2018). Pengembangan perangkat pembelajaran berbasis masalah kontekstual untuk meningkatkan kemampuan metakognisi siswa sekolah dasar.Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang,2(1), 117-128.

Anggo, M. (2011). Pemecahan masalah matematika kontekstual untuk meningkatkan kemampuan metakognisi siswa.Edumatica: Jurnal Pendidikan Matematika, 1(2), 35-42.

Arends, R.I.(2004). Learning to teach 6thedition chapter eleven. Singapore: McGraw Hill Company.

Arends, R.I.(2008).Learning to teach.New York: McGraw Hill Company.

Arum, R. P. (2017). Deskripsi kemampuan metakognisi siswa SMA Negeri 1 Sokaraja dalam menyelesaikan soal cerita matematika ditinjau dari kemandirian belajar siswa. Journal of Mathematics Education, 8(2), 23-33.

Creswell, J. W. (2016). Research design: Pendekatan metode kualitatif, kuantitatif, dan campuran. Yogyakarta: Pustaka Pelajar.

Depdiknas. 2006. Permendiknas Nomor 22 Tahun 2006 tentang standar isi. Jakarta: Departemen Pendidikan Nasional.

Fathurroman, M. (2016). Model-model pembelajaran Inovatif. Jogjakarta: Ar-Ruzz Media.

Fitriyani, R., Corembima, A. D., & Ibrohim, I. (2015). Pengaruh strategi pembelajaran problem based learning dan Inkuiri terbimbing terhadap keterampilan metakognitif, berpikir kritis, dan hasil belajar kognitif siswa SMA. Jurnal Pendidikan sains, 3(4), 186-200.

Flavell, J. H. (1976). Metacognitive aspects of problem solving.The nature of intelligence,12(2),231-235.

Hamimah, A., & Kartika, E. D. (2019). Pengaruh penerapan problem basedlearning (PBL) terhadap metakognisi siswa.Laplace: Jurnal Pendidikan Matematika,2(2), 99-105.

Huang, H. F., Ricci, R. A., & Mnatsakanlan, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. International Journalof Research in Education and Science (IJRES), 2(1), 190-200.

Jaisook, S., Chitmongkol, S & Thongthew, S . (2013). A mathematics instructional model by integrating problem-based learning and collaborative learning approaches. Journal of Social Sciences, 13(2), 271-294.

Johar, R., Hanum. L.(2016). Strategi belajar mengajar. Yogyakarta: Deepublish.

Kusumaningtias, A., Zubaidah, S., & Indriwati, S. E. (2013). Pengaruh problem based learningdipadu strategi NHT terhadap kemampuan metakognisi, berpikir kritis, dan kognitif biologi. Jurnal Penelitian Kependidikan, 23(1), 33-47.

Kuzle, A. (2013). Patterns of metacognitive behavior during mathematics problemsolving in a dynamic geometry environment.International Electronic Journal of Mathematics Education,8(1), 20-40.

Laurens, T. (2010). Penjenjangan metakognisi siswa yang valid dan reliabilitas.Jurnal Pendidikan dan Pembelajaran (JPP),17(2), 201-211.

Lester Jr, F. K., & Kehle, P. E. (2003). From problem solving to modeling: The evolution of thinking about research on complex mathematical activity.

Teoksessa R. Lesh & H. Doerr (Eds).Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching.Mahwah, NJ: Lawrence Erlbaum Associates.

Lidinillah, D. A. M. (2007). Pembelajaran berbasis masalah. UPI: Tasikmalaya.

Maretasani, L. D., & Dwijanto, D. (2016). Kemampuan pemecahan masalah dan metakognisi berdasarkan orientasi tujuan pada pembelajaran berbasis masalah.Unnes Journal of Mathematics Education Research,5(2), 139-147.

Meltzer,D.E.(2002).The relationship between mathematics preparationand conceptual learning gain in physics:A possible inhidden variable in diagnostic pretest scores.Ames:Department of Physics and Astronomy,Lowa State University.

Okoza, J & Aluede, O. (2014). Fostering metacognitive awareness among teachers:implications for the Nigerian school system. Africa Education Review, 11(4), 614-637.

Rahman, F., Yurniwati, Y., & Bintoro, T. (2018). Pengaruh model problem basedlearning (pbl) terhadap kemampuan pemecahan masalah matematika ditinjau dari metakognisi belajar siswa sekolah dasar.Indonesian Journal of Primary Education,2(1), 48-61.

Rusman. (2012). Model-model pembelajaran mengembangkan profesionalisme guru. Jakarta: PT. Raja grafindo persada.Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions.

Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows,9(2), 5-15.

Siagian, M. V., Saragih, S., & Sinaga, B. (2019). Development of learning materials oriented on problem-based learning model to improve students’ mathematical problem solving ability and metacognition ability.International Electronic Journal of Mathematics Education,14(2), 331-340.

Sudia, M. (2015). Profil metakognisi siswa SMP dalam memecahkan masalah open-ended ditinjau dari tingkat kemampuan siswa.Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika,1(1), 17-24.

Tan, C. P., Van der Molen, H. T., & Schmidt, H. G. (2016). To what extent does problem-based learning contribute to students' professional identity development?.Teaching and Teacher Education,54(1), 54-64.

Tan, S., & Goh, K. (2013). PBL-in-action.Reflections on problem-based learning.Singapore: Republic Polytechnic.

Tertemiz, N., Çelik, Ö., & Dogan, S. (2014). Problem solving strategies of pre-service primary teachers according to their learning styles. The Journal of the Industrial Arts Education Faculty of Gazi University, 33(1), 9-23.

Torp, L., Sage.S. (2002).Problems as possibilities: problem-based learning for K-16 education (2nd Ed). Alexandria, Virginia: Association of Supervision and Curriculum Development.

Tosun, C., & Senocak, E. (2013). The effects of problem-based learning on metacognitive awareness and attitudes toward chemistry of prospective teachers with different academic backgrounds.Australian Journal of Teacher Education,38(3), 61-73.

Vijayan, V., & Joshith, V. P. (2018). Reflection of problem solving skill in life and mathematics education through modeling and applying.i-Manager's Journal on Educational Psychology,12(2), 1-6.

Yazgan, Y., & Bintaş, J. (2005). Fourth and fifth grade students’ levels of using problem solving strategies: a teaching experiment.Hacettepe University Journal of Education,28(1), 210-218.

Young, A. E. (2010).Explorations of metacognition among academically talented middle and high school mathematics students. (Doctoral dissertation).UC Berkeley.




DOI: https://doi.org/10.24815/jdm.v8i1.19960

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Zia Anjelina, Usman Usman, Marwan Ramli

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.



Jurnal Didaktik Matematika

ISSN 2355 – 4185 (print) | 2548 – 8546 (online)

Published by:

Master Program of Mathematics Education incorporated with Himpunan Matematika Indonesia (Indonesian Mathematical Society/IndoMs)

Faculty of Teacher Training and Education

Universitas Syiah Kuala

Darussalam, Banda Aceh, Indonesia - 23111

Website : http://jurnal.unsyiah.ac.id/DM/ 
Email     : jurnal.jdm@unsyiah.ac.id 

Creative Commons License

Jurnal Didaktik Matematika by Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://jurnal.unsyiah.ac.id/DM