Abstract
Learning that challenges students to communicate their ideas will make students try to solve the problems they experience in learning mathematics, but the ability of students to communicate and solve problems is very dependent on their awareness of what they know and how to do this. This is related to their metacognitive awareness. Metacognition is the awareness of our thinking so that we can perform specific tasks, and then use this awareness to control what we do. This research was carried out with the aim of: 1) knowing the achievement of students' mathematical communication skills after using the metacognitive approach compared to those using conventional learning, 2) knowing the increase in mathematical communication skills of students who received learning with a metacognition approach and those who received conventional learning, 3) knowing the response students towards learning by using metacognitive learning. Data were collected from students' mathematical communication skills tests in the form of essay questions and student questionnaires. Questionnaires were given to all experimental class students with the aim of knowing students' responses to mathematics learning using metacognition learning. This research is a quasi-experimental study with an experimental class design, namely Pretest-Treatment-Postest, while the control class is Pretest-Postest. From the results of data analysis with a significant level of = 0.05, it shows that the achievement of mathematical communication skills of students who get learning with a metacognitive approach is better than conventional learning. The improvement of mathematical communication skills of students who received mathematics learning with a metacognitive approach was better than the mathematical communication skills of students who received conventional learning. The improvement in mathematical communication skills of students who received mathematics learning with cooperative learning of the TGT type was in the medium category, while students who received conventional learning had an increase in the low category. Based on the results of the analysis of student responses to metacognition learning, it shows that students have a positive attitude towards learning mathematics with a metacognitive approach.
Highlights
Pembelajaran yang menantang siswa untuk mengomunikasikan gagasannya akan membuat siswa berusaha menyelesaikan permasalahan yang dialaminya dalam pembelajaran matematika, akan tetapi kemampuan siswa dalam mengkomunikasikan serta memecahkan permasalahannya sangat tergantung pada kesadarannya tentang apa yang diketahuinya dan bagaimana melakukannya hal ini berkaitan dengan kesadaran metakognisinya
This research was carried out with the aim of: 1) knowing the achievement of students' mathematical communication skills after using the metacognitive approach compared to those using conventional learning, 2) knowing the increase in mathematical communication skills of students who received learning with a metacognition approach and those who received conventional learning, 3) knowing responses students towards learning by using metacognitive learning
From the results of data analysis with a significant level of = 0.05, it shows that the achievement of mathematical communication skills of students who get learning with a metacognitive approach is better than conventional learning
Summary
Dengan kemampuan ini seseorang dimungkinkan memiliki kemampuan tinggi dalam mengkomunikasikan serta memecahkan masalah. Dengan kesadaran metakognisi siswa akan mengetahui langkah-langkah apa yang harus diambil jika mereka gagal dalam menyelesaikan masalah matematika. Dengan demikian pembelajaran matematika dengan menggunakan pendekatan metakognitif mutlak diperlukan untuk menyadarkan menyelesaikan permasalahan matematika maupun mengkomunikasikan permasalahan dalam pembelajaran matematika. Maka untuk mengetahui sejauhmana pengaruh penerapan pendekatan metakognitif sebagai alternatif pembelajaran dalam meningkatkan kemampuan komunikasi matematis siswa dalam pembelajaran matematika maka perlu diteliti hal sebagai berikut : Apakah. Metode yang digunakan di dalam penelitian ini adalah metode kuasi eksperimen. Metode kuasi yaitu kelas VIII-A dengan jumlah siswa eksperimen dipilih untuk melihat. Pada kelas Eksperimen hubungan sebab akibat antara suatu dilaksanakan pembelajaran variabel bebas dengan variabel terikat matematika dengan pendekatan yaitu implementasi penerapan metakognitif, sedangkan pada kelas pendekatan metakognitif yang kontrol dilaksanakan pembelajaran berpengaruh positif terhadap konvensional. Sampel dari penelitian ini dari instrument, berupa soal adalah kelas VIII SMP-IT Alamy kemampuan komunikasi matematis
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