MUNCULNYA KESADARAN METAKOGNISI DALAM MENYELESAIKAN MASALAH MATEMATIKA
DOI:
https://doi.org/10.24127/ajpm.v9i1.2654Keywords:
Kesadaran metakognisi, menyelesaikan masalahAbstract
Tujuan dalam penelitian ini adalah untuk mengetahui munculnya kesadaran metakognisi siswa dalam memecahkan masalah matematika. Metode dalam penelitian ini menggunakan metode gabungan (kuantitaif dan kualitatif) dengan menggunakan analisis deskriptif. Subjek dalam penelitian ini yaitu siswa kelas X MIPA-I SMA Unggulan BPPT Al-Fattah Lamongan yang berjumlah 19 siswa. Penelitian ini menggunakan instrumen yang berupa tes penyelesaian masalah, kuesioner, dan wawancara. Dalam penelitian ini diperoleh hasil siswa dengan kategori berkemampuan tinggi berjumlah 9 siswa dengan persentase 47,36 %, kategori kemampuan sedang berjumlah 7 siswa dengan persentase 36,84 % dan kemampuan rendah berjumlah 3 siswa dengan persentase 15,78 %. Hal ini bermakna bahwa aspek munculnya kesadaran metakognitif siswa memahami pokok permasalahan sebelum menyelesaikan masalah matematika, sehingga siswa memahami langkah selanjutnya yang akan dilakukan dalam menyelesaikan masalah matematika. Pada aspek regulasi siswa berusaha berpikir dua kali, saat terdapat jawaban yang kurang benar, dan akan membetulkannya dengan menggunakan strategi atau cara yang lain untuk menyelesaikan masalah matematika sampai menemukan jawaban benar. Sedangkan pada aspek evaluasi, bahwa siswa mengetahui kemampuan yang dimilikinya dalam menyelesaikan soal.Abstract
The purpose of this study was to determine the emergence of an awareness of students' metacognition in solving mathematical problems. The method in this study uses a combined approach (quantitative and qualitative) using descriptive analysis. The subjects in this study were the students of class X MIPA-I High School BPPT Al-Fattah Lamongan with 19 students. This study uses instruments in the form of problem-solving tests, questionnaires, and interviews. In this study, the results obtained by students with high ability categories amounted to 9 students with a percentage of 47.36%, the type of moderate abilities amounted to 7 students with a rate of 36.84%, and low capacity amounted to 3 students with a percentage of 15.78%. This means that aspects of the emergence of metacognitive awareness of students understand the subject matter before solving mathematical problems. Hence, students follow the next steps that will be taken in solving mathematical problems. In the regulatory aspect, students try to think twice, when there is an incorrect answer and will correct it using a strategy or another way to solve mathematical problems until they find the correct answer. Whereas in the aspect of evaluation, students know the ability they have in solving problems.
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