Students’ metacognitive ability in mathematical problem-solving learning based on lesson study for learning community (LSLC)

Abstract

This research aimed to analyze students’ metacognitive skill through the application of mathematical problem solving learning based on Lesson Study for Learning Community (LSLC). This research used a mixed method, qualitative and quantitative. This research started by developing learning material collaboratively with peers, through Plan-Do-See. The data were analyzed by independent t-test. Researchers and some mathematics teachers developed learning materials. The learning materials included the syntax of mathematical problem solving on LSLC. Learning material was not only developed to make students able to resolve the problem solving and improve the metacognitive capability but also to create an atmosphere for the students to learn from each other and not to leave anybody neglected due to incapability. In addition, the developed learning materials also provided "jumping task," exercises designed for students who were more advanced to solve problems with a much higher level to increase their capacity. The research results showed that the implementation of mathematical problem solving based on LSLC significantly affected students’ metacognitive capability. Metacognition ability is part of the core competence that must have by senior high school students. Metacognition can be established when students work on problem-solving, work in a small group through collaboration in a community which cares for and learns with one another in the form of LSLC.