ANALYSIS OF METACOGNITIVE APPROACH BY GIVING SCAFFOLDING ON STUDENTS’ MATHEMATICAL REASONING ABILITY

Irfan, Latif (2020) ANALYSIS OF METACOGNITIVE APPROACH BY GIVING SCAFFOLDING ON STUDENTS’ MATHEMATICAL REASONING ABILITY. Undergraduate thesis, UNIMED.

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1. NIM. 4163312015 COVER.pdf - Published Version

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2. NIM. 4163312015 APPROVAL SHEET.pdf - Published Version

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3. NIM. 4163312015 ABSTRACT.pdf - Published Version

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4. NIM. 4163312015 PREFACE.pdf - Published Version

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5. NIM. 4163312015 TABLE OF CONTENT.pdf - Published Version

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9. NIM. 4163312015 CHAPTER I.pdf - Published Version

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13. NIM. 4163312015 CHAPTER V.pdf - Published Version

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14. NIM. 4163312015 BIBLIOGRAPHY.pdf - Published Version

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Abstract

The research is aimed to analyze students' mathematical reasoning abilitiy taught using a metacognitive approach by giving scaffolding and the advantages of a metacognitive approach by giving scaffolding. This type of research is qualitative research using library research method. The data used in this research is secondary data. The results of research are the implementation of the metacognitive approach by giving scaffolding had a tendency enhancement to students' mathematical reasoning ability and there is a tendency effect of the metacognitive approach by giving scaffolding to mathematical reasoning ability. Some of the advantages of the metacognitive approach by giving scaffolding that have been analyzed include : a ) The metacognitive approach by giving scaffolding invites students to solve mathematical problems through the process of planning, monitoring, evaluation and reflecting on what has been learned so that students can find out mistakes and difficulties in understanding mathematics subject. (b) The metacognitive approach by giving scaffolding can change students from passive to active students in the learning process. (c) The metacognitive approach by giving scaffolding gives students the opportunity to train their thinking processes in carrying out metacognitive activities, namely planning, monitoring and evaluation all cognitive processes that form the character of self-regulated.. Basad on the research that has been done, mathematics teachers are suggested to use metacognitive approach as a learning model alternative in improving student’ mathematical reasoning ability.

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorFauzi, Kms. M. Amin196406291993031001
Call Number: SK-2020 MAT 091
Keywords: Metacognitive approach; Scaffolding; Mathematical reasoning
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
Q Science > QA Mathematics
Divisions: Fakultas Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika
Depositing User: Mrs Harly Christy Siagian
Date Deposited: 28 Oct 2021 06:05
URI: http://digilib.unimed.ac.id/id/eprint/43554

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