Abstract
Metacognitive scaffolding (MS) with self-questioning is helpful in promoting student problem solving skill and independent learning. MS deals with the process of learning which helps the students to think, control, and monitor their learning. The instructional condition will be more efficient if the performance of student achievement in problems solving needs less than mental effort invested or equivalent. Therefore, the purpose of this paper was to examine the effect of the scaffolding metacognitive strategy on instructional efficiency. The results of quasi-experiments indicated that the MS strategy fulfilled the direct effect to instructional efficiency. This data provide support for the claim that MS strategy is superior in comparison to the conventional teaching. Students in the experimental group showed an overall favorable view towards the implementation of MS strategy. They viewed that the MS strategy is an interesting, new, simple, and easy instructional format to use in mathematics learning.
Highlights
According to Skemp [1], there are two types of understanding in mathematics, namely relational understanding and instrumental understanding
Students in the experimental group showed an overall favorable view towards the implementation of Metacognitive scaffolding (MS) strategy. They viewed that the MS strategy is an interesting, new, simple, and easy instructional format to use in mathematics learning
If the mathematical achievement of the pre-test is differentiated into two grades based on the MOH score with a 77 score limit, that is "not achieved" for a test score of less than 77 and reached or exceeded for a score higher or equal to 77 obtained profile data distribution pupils have been obtained as in Table 2 of the 16 pupils in the PK strategy group showed that all pupils were PR categories of 16 (100%), did not reach the standard, as well as 15 pupils in the PM strategy group where all pupils, 15 (100%), did not reach the standard in pre-test
Summary
According to Skemp [1], there are two types of understanding in mathematics, namely relational understanding and instrumental understanding. Refer to the knowledge of what to do and why it was done This understanding is more meaningful, where pupils can understand structural and more relevant mathematical connections and more useful to help long-term motivation. While the latter is only the ability [2,3] to apply the principle (knowing what to do), but without knowing why it was done. This understanding is more mechanical and characterized by rote and uses rules or algorithms. Students who study mathematics with their mental activity understanding will contribute to maintaining, transferring to new situations, and applying the mathematical knowledge they have acquired [4]
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