Using the 5E Learning Cycle with Metacognitive Technique to Enhance Students' Mathematical Critical Thinking Skills
DOI:
https://doi.org/10.12928/ijeme.v1i1.5698Keywords:
mathematical critical thinking skills, 5E learning cycle, metacognitive techniqueAbstract
This study aims to describe enhancement and achievement of mathematical critical thinking skills of students who received the 5E Learning Cycle with Metacognitive technique, the 5E Learning Cycle, and conventional learning. This study use experimental method with pretest-posttest control group design. Population are junior high school students in Indramayu city, Indonesia. Sample are three classes of eighth grade students from high level school and three classes from medium level school. The study reveal that in terms of overall, mathematical critical thinking skills enhancement and achievement of students who received the 5E Learning Cycle with Metacognitive technique is better than students who received the 5E Learning Cycle and conventional learning. Mathematical critical thinking skills of students who received the 5E Learning Cycle is better than students who received conventional learning. There is no interaction effect between learning model and school level toward enhancement and achievement of students' mathematical critical thinking skills.
References
Appelbaum, P.M. (1999). Eight critical points for Mathematics. Retrieved from http://gargoyle.arcadia.edu/appelbaum/8points.html.
Badan Penelitian dan Pengembangan Pusat Kurikulum Departemen Pendidikan Nasional (Balitbang Depdiknas). (2007). Kajian kebijakan kurikulum mata pelajaran matematika. Jakarta: Depdiknas.
Balcaen, & Klassen (2007). Teaching critical mathematics thinking (mathematical mindedness). Retrieved from http://lib-ocs.lib.sfu.ca:8087/fedcan/index.php/csse/csse2008/paper/view/437/308
Beaumont, J. (2010). A sequence of critical thinking tasks. TESOL Journal,1(4),427-448.
Bybee, R.W., Taylor, J. A., Gardner, A., Scotter P.V., Powel, J.C., Westbrook, A., & Landes, N. (2006). The BSCS the 5E instructional model: Origins and effectiveness and applications executive summary. Retrieved from http://bscs.org/sites/default/files/_legacy/BSCS_the 5E_Instructional_Model-Executive_Summary_0.pdf
Camahalan, F. M. G. (2006). Effects of self regulated learning on mathematics achievement on selected Southeast Asian children. Journal of Instructional Psychology, 33(3), 194-205.
Chukwuyenum, A.N. (2013). Impact of critical thinking on performance in mathematics among senior secondary school students in Lagos state. IOSR Journal of Research & Method in Education, 3(5), 18-25.
Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating. Quantitative and qualitative research, 4nd edition. Boston: Pearson
Ennis, R.H. (1996). Critical thinking. United States of America: Prentice-Hall, Inc.
Ergin, I. (2012). Constructivist approach based 5E model and usability instructional physics. Latin-American Journal of Physics Education, 6(1), 14-20.
Erlian, B.P. (2009). Pegaruh penggunaan model daur belajar (learning cycle) terhadap kemampuan berpikir kritis dan sikap siswa kelas XI MA Muallimat NW Pancor pada mata pelajaran Matematika. Jurnal Educatio, 2(4). 73-83.
Fatimah, N. (2012). Penerapan model learning cycle 5E dalam mata pelajaran matematika untuk meningkatkan kemampuan berpikir kritis siswa SMA. Retrieved from http://repository.upi.edu/, 2012
Firdaus, Kailani, I. Nor, B.B., & Bakry. (2015). Developing critical thinking skills of students in mathematics learning. Journal of Education and Learning, 9(3), 226-236.
Franke, M.L., & Kazemi, E. (2001). Learning to teach mathematics focus on student thinking. Theory into practice. 40(2), 102-109.
Glazer, E. (2001). Using web sources to promote critical thinking in high school Mathematics. Retrieved from http://math.unipa.it/~grim/AGlazer79-84.PDF
Glazer, E (2004). Technology enhanced learning environments that are conductive to critical thinking in mathematics: Implication for research about critical thinking on the world wide web. Retrieved from http://www.http://lonstar.texas.net/ ~mseifert / crit2.html.
Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Journal of American Association of Physics Teachers, 66(1), 64 -74.
Innabi, H. (2003). Aspects of critical thinking in classroom instruction of secondary school mathematics teachers in jordan. Proceedings of The International Conference, Brno, Czech Republik. 124-129.
Jacob, S.M. (2012). Mathematical achievement and critical thinking skills in asynchronous discussion forums. Procedia - Social and Behavioral Sciences, 31 (2012), 800 – 804.
Kadarisma, G. (2015). Meningkatkan kemampuan berpikir kritis dan logis matematis serta kemandirian belajar siswa SMP melalui learning cycle 5E dan discovery learning. Thesis. Bandung: Sekolah Pascasarjana Universitas Pendidikan Indonesia.
Kurniati, Kusumah, Y.S., Sabandar, J., & Herman, T. (2015). Mathematical critical thinking skills through contextual teaching and learning. IndoMS-JME, 6(1), 53-62.
Leys, C., & Schumann, S. (2010). A nonparametric method to analyze interactions: The adjusted rank transform test. Journal of Experimental Social Psychology, 46(4), 587-700.
Lioe, L.T, Fai, H.K., & Hedberg, J.G. (2006). Students' metacognitive problem solving strategies in solving open-ended problems in pairs. Retrieved from http://conference.nie.edu.sg/paper/new converted/aboo 287.pdf.
Lithner. (2008). Research framework for creative and initative reasoning. Educational Studies in Mathematics, 67(3), 255-276.
Meltzer, D.E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: a posible "hidden variable" in diagnostic pretest scores. American Journal of Physics, 70(12), 1259-1268.
Mittlefehldt, S., & Grotzer, T. (2003). Using metacognition to facilitate the transfer of causal models in learning density and pressure. National Association of Research in Science Teaching (NARST) Conference, Philadelphia. Retrieved from ftp://202.83.110.129/Volume_1/from%202TB/FAC%20FOUND%20STUDIES/FYLHR9~3/Subject%20Components/Grey%20matters/R54ZK1~G/Project%20Zero/www.pz.harvard.edu/Research/UCPpapers/P2NARST03.pdf.
Mullis, I.V.S., Martin, O., Michael, Foy, P., & Arora, A. (2012). TIMSS 2011 international result in Mathematics. Retrieved from http://timssandpirs.bc.edu/timss2011/downloads/T11_IR_Mathematics_Fullbook.pdf
Peraturan Menteri Pendidikan Nasional (Permendiknas) Republik Indonesia No. 22 Tahun 2006 tentang Standar Isi untuk Satuan Pendidikan Dasar dan Menengah. (2006). Jakarta: Departemen Pendidikan Nasional.
Peraturan Menteri Pendidikan dan Kebudayaan (Permendikbud) Republik Indonesia Nomor 64 Tahun 2013 tentang Standar Isi Pendidikan Dasar dan Menengah. (2013). Jakarta: Departemen Pendidikan dan Kebudayaan.
Noer, S.H. (2010). Peningkatan kemampuan berpikir kritis, kreatif, dan reflektif (K2R) matematis siswa SMP melalui pembelajaran berbasis masalah. Dissertation. Bandung: Sekolah Pascasarjana Universitas Pendidikan Indonesia.
Ozcan, Z.C., & Erktin, E. (2015) Enhancing mathematics achievement of elementary school students through homework assignments enriched with metacognitive questions. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1415-1427.
Panaoura, A., & Philippou, G. (2005). The measurement of young pupils' metacognitive ability in mathematics: the case of self-representation and self-evaluation. Proceeding of the Fourth Congress of the European Society for Research in Mathematics Education, Spain, 255-264.
Rohaeti, E.E. (2010). Critical and creative mathematical thinking of junior high school student. Educationist Journal, 4(2), 99-106.
Runisah. (2015). A Study on critical thinking skills in mathematics on eight grade students. Proceeding of International Seminar on Mathematics, Science, and Computer Science Education (pp. 5-10), Bandung.
Ruseffendi, E.T. (2005). Dasar-Dasar Ilmu Pendidikan & Bidang Non Esakta Lainnya. Bandung: Tarsito.
Slavin, E.R. (2011). Educational psychology: theory and practice, 9th ed. New Jersey: Pearson Education, Inc.
Sofuroh, Masrukan, & Kartono. (2014). Model learning cycle 5E dengan pendekatan scientific untuk meningkatkan disposisi matematis dan berpikir kritis. Journal of Mathematics Education Research, 3(2), 91-97.
Toit, S.D., & Kotze, G. (2009). Metacognitive strategies in the teaching and learning of Mathematics. Pythagoras, 70, 57-67.
Tuna, A., & Kacar, A. (2013). The effect of the 5E learning cycle model in teaching trigonometry on students' academic achievement and the permanence of their knowledge. International Journal on New Trends in Education and Their Implications, 4(1), 3-87.
Yumiati. (2015). Meningkatkan kemampuan berpikir aljabar, berpikir kritis matematis, dan self-regulated learning siswa SMP melalui pembelajaran CORE (Connecting, Organizing, Reflecting, Extending). Dissertation. Bandung: Sekolah Pascasarjana Universitas Pendidikan Indonesia.
Downloads
Published
How to Cite
Issue
Section
License
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read the International Journal on Emerging Mathematics Education (IJEME) Author Guidelines at http://journal.uad.ac.id/index.php/IJEME/about/submissions#authorGuidelines
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities, tacitly or explicitly, of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with the International Journal on Emerging Mathematics Education (IJEME) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.