Learning mathematics during the Covid-19 pandemic required a lot of adjustments, in terms of materials, methods, media, strategies, and so on. This paper describes the results of one best practice in learning mathematics by implementing e-peer tutoring method as a form of distance learning during the Covid-19 pandemic. The aim of this writing is to describe the implementation of e-peer tutoring method in learning mathematics, especially in the material of Linear Equations and Inequalities of One Variable for grade VII Junior High School 1 Wonosari, Gunungkidul. The stages of this method includes the preparation, implementation, and evaluation. Analysis of initial ability, tutor selection, group formation, and preparation of learning program were carried out in the preparation stage. As for the activities at the implementation stage, the teacher uploads material and discussion sheets via Google Classroom, students discuss in their groups through Whatsapp group with the help of the tutor, students send assignments online, and the tutor reports on discussion activities. At the evaluation stage, students take test and fill out the questionnaires. The results at the evaluation stage indicate that this method can work well and has a positive impact on cognitive and affective aspects. In terms of cognitive aspects, the average score and percentage of students’ mastery increased compared to the previous basic competencies. In terms of affective aspect, this method has a positive impact on students’ motivation and self-confidence.
As part of an educational institution, teachers have the responsibility and important role to equip students with a variety of skills. Younger generation is now faced with the need for 21st century skills, commonly referred to as 21st century skills. These skills include learning and innovation skills, information, media, and technology skills, as well as life and career skills. Demands and challenges for students are no longer merely identifying the subject matter, but also having the ability to solve various problems related to the knowledge. One of the capabilities relevant to these needs is the ability of metacognition, namely the ability to: 1) plan problem solving strategies, 2) monitor the problem solving process, and 3) evaluate the results of problem solving. There are various reasons why this important metacognition ability is developed in students. By having good metacognition skills, students will be trained to be good problem solvers. This is because the ability of metacognition encourages students to be able to determine what strategies are appropriate and not in accordance with the problems faced. This ability also encourages students to conduct evaluations and improvements based on the results obtained. Considering the importance of metacognition abilities, each learning process is expected to be able to facilitate the development of these abilities, including mathematics learning. This paper tries to explain what is meant by metacognition abilities, what is important for students, and how the teacher's role in developing these abilities through learning mathematics.
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