Pengaruh Strategi Metakognitif Dan Kemampuan Awal Terhadap Kemampuan Penalaran Matematis Siswa

Abstract

This study aims to investigate whether there are differences in mathematical reasoning abilities of students who follow the metacogynitive strategy of problem solving with students who participate in repeating metacognitive learning, see whether there is an interaction between metacognitive strategies and students' initial ability to influence mathematical reasoning abilities and know whether there are differences in mathematical reasoning ability between students who have high and low initial abilities. This research is a Quasi Experimental study with posttest-only design in two Madrasah Tsanawiyah schools in Tangerang District with the same initial ability. The number of samples taken by cluster random sampling is class VII MTs. Daar El Qolam 1 and VII MTs. Daar El Qolam 4 as many as 128 students. The results of the study: 1) there are differences in mathematical reasoning ability between students who take learning problem-solving metacognitive strategies and students who take metacognitive learning to repeat, 2) there is an interaction between metacognitive strategies and students 'initial ability to influence students' mathematical reasoning abilities, (3) For students the initial ability is high, the reasoning abilities that learn to use problem solving strategies are lower than those that learn by using a repeating strategy (4) For students who have low initial abilities, the reasoning abilities that learn to use problem solving strategies are lower than those who learn by using a repeating strategy.