Tingkat Kemampuan Berpikir Siswa dengan Pendekatan Metakognitif Diskursif dan Pendekatan Konvensional

Abstract

[Title: The Level of Thinking Ability of Students with Metacognitive-Discursive Approaches and Conventional Approaches]. This paper discusses the different levels of thinking ability of students in the classroom using metacognitive-discursive and conventional approaches in SMPK St. Aloysius Weetebula. PISA is one of the tests that measure the level of critical thinking skills. The low PISA results of Indonesian students are caused by the weak ability to solve high-level problem problems, the evaluation system in Indonesia that still uses low-level questions, and students are accustomed to obtaining and using formal mathematical knowledge in class. One way to overcome this problem is STKIP Weetebula in collaboration with German misereor to improve the quality of education on the island of Sumba. To achieve this goal, an entrance test was conducted for all 7th-grade students of Aloysius Middle School in 2014 and 2017. In some exercises, there were very high score differences. From this exercise, one of the problems with the highest difference is a fraction. This research is an interpretative study through the analysis of student answers based on theory and descriptive analysis to measure differences in scores obtained by two groups of students. Research results in class with metacognitive-discursive approach 17 (89.47%) answered correctly and 2 (10.53%) of 19 students answered incorrectly, while in class with conventional approach 3 (2.59%) of 116 students answered correctly and 113 (97.41%) of 116 students answered incorrectly. Based on the results of this study concluded that students in the classroom with a metacognitive-discursive approach to learning more than students in other.

Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

“…The results of this study indicate that cognitive style affects PST metacognitive awareness on PK and CK indicators related to the ability of knowledge organization to solve problems according to the conditions encountered (Ning, 2016) through monitoring, reflecting, and evaluating problem-solving steps (Lubur & Ate, 2018). This happens because of the characteristics of FD, which often fail to solve detailed problems, while FI is more analytical and detailed in problem-solving (Rastegar & Honarmand, 2016) so that the metacognition of FI students is better than FD (Tinajero et al, 2012).…”

Analisi Proses Pembelajaran Matematika dengan Pendekatan Metakognitif-Diskursif Menggunakan Sistem Kategori

“…Pendekatan ini mengintegrasikan dua aspek penting, yaitu metakognisi dan diskursus. Pendekatan metakognitif bertujuan untuk membantu siswa memahami dan mengontrol proses berpikir siswa, sementara pendekatan diskursif menstimulus interaksi dan diskusi antara siswa untuk memperdalam pemahaman mereka (Ate, 2018;Lubur & Ate, 2018;Moza, 2019;Napu, 2023aNapu, , 2023bRatu & Moza, 2024).…”

“…Kegiatan metakognitif mencakup perencanaan, pemantauan dan refleksi. Diskursif sendiri terkait dengan budaya pengajaran yang membangkitkan kegiatan metakognitif peserta didik dalam konteks sosial terutama di kelas yang mempengaruhi proses belajar individu maupun kelompok dari perspektif konstruktivis (Ate, 2018;Lubur & Ate, 2018;Moza, 2019;Napu, 2023aNapu, , 2023bRatu & Moza, 2024). Kadang-kadang di dalam kelas juga terdapat diskursif negatif yang dilakukan oleh siswa maupun guru.…”

“…Dengan demikian proses pembelajaran dalam penelitian ini sangat baik. Hasil penelitian ini sejalan dengan temuan penelitian sebelumnya (Ate, 2018;Lubur & Ate, 2018;Moza, 2019;Napu, 2023aNapu, , 2023bRatu & Moza, 2024) bahwa pendekatan metakognitif-diskursif memberikan dampak yang signifikan dalam menstimulus kemampuan berpikir siswa dalam matematika. Selain itu, kami mencatat bahwa pendekatan metakognitif-diskursif menjadi alternatif untuk menstimulus keaktifan belajar siswa di kelas.…”

Analisis Jawaban Siswa dalam Menyelesaikan Operasi Bilangan Pecahan melalui Penerapan Pendekatan Metakognitif-Diskursif

“…Pecahan merupakan salah satu cabang dalam bidang ilmu matematika yang mempelajari tentang bilangan (Cortina et al, 2014;Hackenberg, 2010;Norton, 2019). Pecahan dapat ditemui berdasarkan situasi-situasi dari bagian yang berukuran sama dari yang utuh, keseluruhan atau bagian dari kelompok-kelompok yang beranggotakan sama banyak atau bisa disebut sebagai perbandingan (Ivars et al, 2020;Lubur & Ate, 2018;Tunç-Pekkan, 2015). Operasi bilangan pecahan adalah salah satu materi pada level menengah yang terdiri dari penjumlahan, pengurangan, pembagian dan perkalian (Hackenberg et al, 2021).…”