Pendekatan Metakognitif untuk Meningkatkan Kemampuan Berpikir Reflektif Matematis Siswa SMA

Hepsi Nindiasari

Abstract


Purpose of this study is to analyze the role of metacognitive teaching approach, school level, and previous mathematical ability on mathematical reflective thinking ability of senior high schools students. This study is a sub-study of a disertation research that involves 201 grade-XI students from high, medium, and low school level in Tanggerang. The study is a pretest- postest control group design and employs two kinds of instrument namely: mathematical previous ability test, and mathematical reflective thinking ability test. The study found that the metacognitive teaching approach took the best role on attaining and gaining mathematical reflective thinking ability. Likewise, either in totality or in each school level, attainment and gain of mathematical reflective thinking ability of students taught by metacognitive teaching approach were better than atainment and gain of mathematical reflective thinking ability of students taught by conventional teaching. Nevertheless, the role of previous mathematical ability on mathematical reflective thinking ability was not consistent. The other findings were that there were no interaction between school level and teaching approaches, and between previous mathematical ability and teaching approaches on the grade of students’ mathematical reflective thinking ability.


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