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Jurnal Riset Pendidikan Matematika

Keywords

metacognitive ability, metacognitive knowledge, kemampuan metakognitif, pengetahuan metakognitif, regulasi metakognitif metacognitive regulation

Document Type

Article

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan metakognitif siswa SMA kelas XI program IPA dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian survei yang melibatkan siswa SMA negeri di Kabupaten Kulon Progo dan Gunungkidul. Sampel penelitian adalah 160 siswa kelas XI program IPA yang berasal dari 6 sekolah yang mewakili tiga kategori capaian akademik siswa yaitu tinggi, sedang, dan rendah. Pengambilan sampel menggunakan teknik stratified random sampling. Pengumpulan data dilakukan menggunakan tes dan angket Metacognitive Awarenes Inventory (MAI). Data dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa 44% siswa mempunyai kemampuan metakognitif tinggi, 10% siswa mempunyai kemampuan metakognitif sedang, dan 46% siswa mempunyai kemampuan metakognitif rendah. Sebagian besar siswa yang mempunyai kemampuan metakognitif tinggi mampu menggunakan kemampuan metakognitifnya selama memecahkan masalah. Tidak semua siswa yang mempunyai kemampuan metakognitif sedang mampu menggunakan kemampuan metakognitifnya selama memecahkan masalah. Hampir semua siswa yang mempunyai kemampuan metakognitif rendah tidak menggunakan kemampuan metakognitifnya selama memecahkan masalah. Secara keseluruhan siswa kurang maksimal menggunakan kemampuan metakognitif selama memecahkan masalah.

Abstract

This study aimed to describe the metacognitive abilities of eleventh-grade high school students in the science program in solving math problems. This study was a survey involving public high school students in Kulon Progo and Gunungkidul Regency, Indonesia. The research sample was 160 students from the eleventh-grade science program from 6 public high schools representing three categories of student academic achievement, namely high, medium, and low. The sample was determined using a stratified random sampling technique. Data collection was carried out using a test and Metacognitive Awareness Inventory (MAI) questionnaire. Data were analyzed quantitatively and qualitatively. The results showed that 44% of students had high metacognition abilities, 10% of students had moderate metacognition abilities, and 46% of students had low metacognition abilities. Most students who had high metacognitive abilities were able to use their metacognitive abilities while solving problems. Not all students who had moderate metacognition abilities were able to use their metacognitive abilities while solving problems. Almost all students who had low metacognition abilities didn't use their metacognitive abilities while solving problems. Overall, students did not use metacognition skills maximally during problem-solving.

Page Range

74-87

Issue

1

Volume

7

Digital Object Identifier (DOI)

10.21831/jrpm.v7i1.16049

Source

https://journal.uny.ac.id/index.php/jrpm/article/view/16049

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