The effectiveness of metacognitive learning in enhancing student’s mathematical analysis

Abstract

The aims of this study are to determine and to examine the problem of enhancing student’ mathematical analysis who receive metacognitive learning. The research method has used quasi experimental with pretest and posttest design on experimental group and control group. The subject of research are 70 students of one senior high school in Cimahi, West-Java, Indonesia. Technique of sampling was using purposive sampling. Early learning of both classes was given pretest, then in the experimental class was given metacognitive learning and control class was given traditional learning. The instrument of research was a written test. The results concluded that the achievement and improvement of mathematical analysis ability of senior high school students using metacognitive learning better than students using traditional learning. Metacognitive learning can be used as an alternative to mathematics learning and improves students' mathematical analysis ability.