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Jurnal Riset Pendidikan Matematika

Keywords

pendekatan metakognitif, pendekatan konvensional, prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika siswa

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan pendekatan metakognitif, pendekatan konvensional, dan perbandingan keefektifan pembelajaran matematika dengan pendekatan metakognitif dan pendekatan konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 3 Banguntapan yang terdiri atas delapan kelas. Teknik pengumpulan data dalam penelitian ini adalah tes dan non tes sedangkan instrumen yang digunakan untuk mengumpulkan data berupa soal tes prestasi belajar dan soal tes kemampuan berpikir kritis, serta angket minat belajar matematika siswa. Data dalam penelitian ini diuji menggunakan uji proporsi dengan hampiran normal. Hasil penelitian ini mengindikasikan bahwa pendekatan metakognitif efektif ditinjau dari prestasi belajar siswa dan minat belajar matematika siswa, namun tidak efektif ditinjau dari kemampuan berpikir kritis siswa. Pendekatan konvensional tidak efektif ditinjau dari prestasi belajar siswa dan kemampuan berpikir kritis, namun tidak efektif ditinjau dari minat belajar matematka siswa. Selain itu diperoleh pula hasil bahwa pendekatan metakognitif lebih efektif dibanding pendekatan konvensional ditinjau dari prestasi belajar siswa dan kemampuan berpikir kritis, namun tidak lebih efektif dibanding ditinjau dari minat belajar matematika siswa.

Kata kunci: pendekatan metakognitif, pendekatan konvensional, prestasi belajar, kemampuan berpikir kritis, dan minat belajar matematika siswa.

THE EFFECTIVENESS OF METACOGNITIVE APPROACH ACCORDING TO LEARNING ACHIEVEMENT, CRITICAL THINKING SKILL, AND INTEREST IN LEARNING MATHEMATICS

Abstract

This study is aimed to describe the effectiveness of metacognitive approach, the effectiveness of conventional approach, and the effectiveness of the comparison between metacognitive approach and conventional approach according to learning achievement, critical thinking skill, and student's interest in learning mathematics. This study was a quasi experiment whose object was all the 8th graders of State Junior High School 3 Banguntapan. The instrument to collect the data was a test to indicate the learning achievement and critical thinking skill, and also a questionnaire to reveal student's interest in learning mathematics. The data were analyzed using the proportion test with normal approach. The results of the study indicate that the metacognitive approach is effective according to learning achievement and student's interest in learning mathematics but ineffective according to critical thinking skill. The conventional approach is ineffective according to learning achievement and critical thinking skill, but effective according to student's interest in learning mathematics; the metacognitive approach is more effective than conventional approach according to learning achievement and critical thinking skill but less effective than conventional approach according to student's interest in learning mathematics. Keywords: metacognitive approach, conventional approach, learning achievement, critical thinking skill, student's interest in learning mathematics.

Page Range

51 - 62

Issue

1

Volume

2

Digital Object Identifier (DOI)

10.21831/jrpm.v2i1.7150

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/7150

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