Development of Oriented Student Activity Sheets Problem-Based Learning Approaches Assisted by GeoGebra Software to Improve Metacognition Ability of Private Vocational High School PAB 12 Saentis

Rusmini ,Edy Surya

doi:10.7176/jep/10-9-19

Abstract

This study aims to describe student activity sheets developed in oriented learning problem-based learning approaches which include: 1) validity, 2) practicality 3) effectiveness 4) improvement of students' metacognitive abilities using student activity sheets in software-oriented problem-based learning approaches assisted by software GeoGebra developed, 5) identified the level of students 'metacognitive abilities in solving problems based on the results of students' metacognitive abilities tests. This research is research and development, the product produced is a student activity sheet oriented to a problem-based learning approach developed using a 4-D development model. The subject of this study was the grade X student of Private Vocational High School PAB 12 Saentis. From the results of the second trial obtained the activity sheet students meet the criteria: 1) valid, good 2) practical, in terms of: a) validator assessment, b) student response interviews, c) teacher response interviews, and d) implementation of student activity sheets 3) effective , in terms of a) completeness of classical learning outcomes, b) student activities, c) student positive responses, 4) there is an increase in metacognitive abilities of students using student activity sheets developed, 5) the level of student metacognition in solving problems only meets the level of strategic ability use, aware use, and tacit use. Keywords: Floating Student Activity Sheet, Problem-based Learning, 4-D Model, Metacognition Ability DOI : 10.7176/JEP/10-9-19 Publication date :March 31 st 2019

Highlights

Metacognition is defined by some experts as thinking about thinking, some other experts define knowing about knowing
Research Methods This type of research is a research development of student activity sheets using a 4-D model developed by Thiagarajan, Semmel and Semmel 1974 (Yunita dkk, 2017) .This development model generally consists of 4 stages, namely: (1) define stage, aims to determine and define learning needs; (2) the design stage, namely the design of the Student activity sheet prototype; (3) the stage of development, aims to produce a Student Activity Sheet; (4) the diseeminate stage, which is the stage of using student activity sheets developed (Trianto, 2009)
In detail the data and information taken from the assessment instruments include: 1) student response questionnaire sheets, 2) observation sheet for student activities, 3) metacognition interview sheets, 4) student metacognition ability test sheets, 5) assessment sheets (LAS validation), 6) Test sheet for diagnosing students' metacognitive abilities

Summary

Introduction

Metacognition is defined by some experts as thinking about thinking, some other experts define knowing about knowing. (2) what one can do about one's own cognitive abilities (one's ability to monitor or regulating its cognitive activity during problem solving, according to Flavell, Wellman in 1985 (Tayeb &Putri, 2017) that the importance of metacognition was introduced in the world of education because metacognition as a form of cognitive ability, or the ability of two-level thinking processes or more involving control over cognitive activity, Flavell defines metacognition, Metacognition as an ability to understand and monitor one's own thoughts and assumptions and implication of one's activities Metacognition as the ability to understand one's own thinking and the conjecture and implications of one's activities. As for those included in the concept of metacognition is awareness about: 1) what is known to someone, (awareness and deep understanding of the processes and products a person has. (2) what one can do about one's own cognitive abilities (one's ability to monitor or regulating its cognitive activity during problem solving, according to Flavell, Wellman in 1985 (Tayeb &Putri, 2017) that the importance of metacognition was introduced in the world of education because metacognition as a form of cognitive ability, or the ability of two-level thinking processes or more involving control over cognitive activity, Flavell defines metacognition, Metacognition as an ability to understand and monitor one's own thoughts and assumptions and implication of one's activities Metacognition as the ability to understand one's own thinking and the conjecture and implications of one's activities. above, it can be emphasized that metacognition is an ability to understand thinking activities, so that the metacognition process of each person will differ according to his ability, and it is very necessary to improve in classroom learning, especially mathematics learning, because with increased metacognitive abilities students will automatically contribute to the ability mathematical problem solving of students

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