Abstract
The purposes of this study are to describe (1) the effect of TGT learning model with PQ4R strategy towards mathematical reasoning, (2) the effect of metacognitive awareness towards mathematical reasoning, (3) the interaction between the learning model and metacognitive awareness towards mathematical reasoning. The research is quantitative research with a quasi-experimental design. The population is the eighth-grade students in Sragen Regency. The sampling technique is cluster random sampling. The data collection techniques are test and questionnaire. The data analysis technique is two ways analysis of variance unequal cell. The research results are (1) The TGT learning model with the PQ4R strategy has a better learning than direct learning towards mathematical reasoning. (2) Students with high metacognitive awareness have a better than students with low metacognitive awareness towards mathematical reasoning. (3) There is no interaction between learning model and metacognitive awareness towards mathematical reasoning. In each learning model, students with high metacognitive awareness is better than students with low metacognitive awareness. In each level of metacognitive awareness, TGT learning model with PQ4R strategy is better than direct learning.
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