Differences in Metacognitive Ability of Students Through Learning Realistic Mathematics Education and Problem Based Learning in Pangkalan Susu Senior High School

Lubis, Chairi Mutia and Rajagukguk, Waminton and Fauzi, Kms Muhammad Amin (2018) Differences in Metacognitive Ability of Students Through Learning Realistic Mathematics Education and Problem Based Learning in Pangkalan Susu Senior High School. In: Proceedings of The 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), 03-04 October 2018, Emerald Garden Hotel, Medan City, North Sumatera, Indonesia.

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Abstract

This research aims to: (1) There are differences in metacognitive abilities of students who are taught with Realistic Mathematics Education Learning and Problem Based Learning,(2) Interaction between learning model (realistic mathematics education and problem based learning) early math skills (high, medium, low) to students' metacognitive abilities. This research is quasi experimental. The population of this research was students class X of SMAN 1 Pangkalan Susu. The sample of this research is class X IA2 and X IA4. Analysis is done using analysis of variance (ANAVA) the result showed that (1) metacognitive ability of student who taught with problem based learning is higher than student who taught realistic mathematics education learning. It is seen descriptively obtained average group of experiment-based learning the problem is 59.77 While the average for the experimental group learning realistic mathematics education is 49.23. Based on ANOVA test results obtained significance 0.000 <α = 0.05, it can be concluded metacognitive ability of students who are taught with problembased learning is higher than students who get realistic mathematics education learning. This shows that the learning factor also gives a significant influence on the students'metacognitive ability. (2) There is no interaction between learning model with KAM students to students' metacognitive ability. Based on ANOVA test results obtained significance of 0.876> α = 0.05 this shows no effect simultaneously donated by learning by KAM to the students' metacognitive ability. Differences in students' metacognitive abilities are caused by differences in learning used not because of KAM students.

Item Type: Conference or Workshop Item (Paper)
Keywords: RME (Realistic Mathematics Education); PBL (Problem Based Learning); Metacognitive Ability
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2300 Higher Education > LB2361 Curriculum
Divisions: Program Pasca Sarjana > Pendidikan Matematika
Depositing User: Mrs Catur Dedek Khadijah
Date Deposited: 24 May 2019 05:56
URI: http://digilib.unimed.ac.id/id/eprint/35390

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