The Development of Metacognitive Skills-Based Teaching Materials
It is necessary to develop metacognitive skills-based teaching materials to foster mathematical problem-solving abilities. This research is a research and development. Method used for development is based on  using four phases: Design, Construction, Testing, Evaluation and Revision. The criteria used to assess the quality of the learning device refer to the material quality criteria proposed by , namely: validity, practicality, effectiveness. Subject of trials in this research are 25 students of XI IPA-4 and 25 students of XI IPA-2. Two indicators of this study are metacognitive skills and problem solving. Metacognitive skills are: prediction skills, planning skills, monitoring skills, and evaluation skills. Indicators of problem solving are: understanding the problem, devising a plan, carrying out the plan, and looking back. The data are collected by giving Tests and questionnaires, and through observations. The research instruments are: questionnaire of validation for teaching materials, student questionnaire responses to instructional materials, observation sheet activities of learners, observation sheets of learning implementation and learning management observation sheet. The result of this research is metacognitive skills-based teaching materials are succeeded (fulfilling the criteria of valid, practical, and effective) to emerge students mathematical problem-solving.
T. Plomp, “Educational and training system design,” Enschede Univ. Twente, 1997.
N. Nieveen, “Prototyping to Reach Product Quality: Design Approaches and Tools in Education and Training,” Dorgrecht Netherland Kluwer Acad. Publ., 1999.
Z. K. Prasetyo, “Pengembangan perangkat pembelajaran sains terpadu untuk meningkatkan kognitif, keterampilan proses, kreativitas serta menerapkan konsep ilmiah peserta didik SMP,” Program Pascasarj. Univ. Negeri Yogyak., 2011.
S. P. Trianto and M. Pd, “Model-model Pembelajaran Inovatif Berorientasi Konstruktivistik,” Jkt. Prestasi Pustaka, 2007.
H. Hudoyo, “Matematika dan Pelaksanaannya di Depan Kelas,” Jkt. Dep. Pendidik. Dan Kebud., 1990.
H. L. Schoen and T. Oehmke, “A new approach to the measurement of problem-solving skills,” Probl. Solving Sch. Math., pp. 216–227, 1980.
F. H. Bell, Teaching and learning mathematics (in secondary schools). WC Brown Company, 1978.
E. T. Ruseffendi, “Pengantar kepada membantu guru mengembangkan kompetensinya dalam pengajaran matematika untuk meningkatkan CBSA,” Bdg. Tarsito, 2006.
G. Polya, How to solve it: A new aspect of mathematical method. Princeton university press, 2014.
J. V. Copley, The young child and mathematics. National association for the Education of young Children Washington, DC, 2000.
C. A. Gama, “Integrating metacognition instruction in interactive learning environments,” University of Sussex, 2005.
M. Kayashima, A. Inaba, and R. Mizoguchi, “What Do You Mean by to Help Learning of Metacognition?,” in AIED, 2005, pp. 346–353.
G. Schraw, “Promoting general metacognitive awareness,” Instr. Sci., vol. 26, no. 1–2, pp. 113–125, 1998.
D. J. Hacker, J. Dunlosky, and A. C. Graesser, Handbook of metacognition in education. Routledge, 2009.
J. A. Livingston, “Metacognition: An Overview. http,” Www Gse Buffalo EdufasshuellCEP564Metaeog Htm, 1997.
S. Imel, “Metacognitive Skills for Adult Learning. Trends and Issues Alert.,” 2002.
S. A. Coutinho, “The relationship between goals, metacognition, and academic success,” Educate∼, vol. 7, no. 1, pp. 39–47, 2007.
J. B. Howard, “Metacognitive inquiry,” Sch. Educ. Elon Univ. HttpEducation-J. Htm, vol. 1, no. 06, p. 2012, 2004.
T. Laurens, “Pengembangan Metakognisi dalam Pembelajaran Matematika,” in Disampaikan dalam Seminar Nasional Matematika Juli, 2011.
K. M. A. Fauzi, “Peranan Kemampuan Metakognitif Dalam Pemecahan Masalah Matematika Sekolah Dasar,” J. Kult., vol. 10, no. 1, pp. 1162–1166, 2009.
I. Sudiarta and G. Putu, “Penerapan Strategi Pembelajaran Berorientasi Pemecahan Masalah dengan Pendekatan Metakognitif untuk Meningkatkan Pemahaman Konsep dan Hasil Belajar Mahasiswa pada Matakuliah Statistika Matematik I Tahun 2006/2007,” J. Pendidik. Dan Pengajaran UNDIKSHA, vol. 40, no. 3, p. 590, 2007.
H. T. Yong and L. N. Kiong, “Metacognitive aspect of mathematics problem solving,” in 3rd East Asia Regional Conference on Mathematics Education (ICMI Regional Conference), 2005.
A. Panaoura and G. Philippou, “The measurement of young pupils’ metacognitive ability in mathematics: The case of self-representation and self-evaluation,” in Proceedings of CERME, 2005, vol. 4.
A. Desoete, “Off-line metacognition in children with mathematics learning disabilities,” Ghent University, 2001.
Sugiyono, Metode Penelitian & Pengembangan. Bandung: Alfabeta, 2016.
T. Kubiszyn and G. Borich, Educational testing and measurement. John Wiley & Sons Incorporated, 2015.
Article MetricsAbstract view : 119 times
PDF - 183 times
- There are currently no refbacks.
Copyright (c) 2018 Universitas Ahmad Dahlan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by: Universitas Ahmad Dahlan (UAD) in collaboration with Institute of Advanced Engineering and Science (IAES)