The Effect of Learning and Metacognition on Mathemathics Learning Outcomes in Vocational School by Controlling Initial Mathemathical Knowledge

Abstract

The research is to determined the effect of instructional strategies and metacognition on mathematics learning outcomes with initial mathematics knowledge as covariat variable. This research conducted at state vocational high school 7 Bekasi during March to May 2018 an used a quasi experimental method with treatment by level 2×2. A sample of 64 students was randomly chosen. Analysis Covariat (ANCOVA) and Tukey tes applied to analyzed the data. The result show that: (1) Mathematics learning outcomes between groups of students were given an inquiry learning strategy was higher than the group of students who were given conventional strategy controlled by initial mathematics knowledge; (2) There is an interaction effect between learning strategies and metacognition on mathematics learning outcomes with initial mathematics knowledge; (3) For a group of students who have a tendency to metacognition high, mathematics learning outcomes between groups of students taught inquiry learning strategies higher than those students who are taught by an expository strategy controlled by initial mathematics knowledge; (4) For a group of students have a tendency metacognition low, the result of studying mathematics between groups of students taught using inquiry learning strategy is not different with group of students taught by an expository learning strategy controlled by initial mathematics knowledge.