ANALISIS KEMAMPUAN METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIS PADA PEMBELAJARAN BERBASIS MASALAH DITINJAU DARI GAYA BELAJAR SISWA

Rambe, Khairatun Nisa (2019) ANALISIS KEMAMPUAN METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIS PADA PEMBELAJARAN BERBASIS MASALAH DITINJAU DARI GAYA BELAJAR SISWA. Masters thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk menganalisis dan mengetahui: (1) tingkat kemampuan metakognisi dalam pemecahan masalah matematis ditinjau dari gaya belajar siswa pada pembelajaran berbasis masalah; (2) proses jawaban metakognisi siswa dalam pemecahan masalah matematis ditinjau dari gaya belajarnya pada pembelajaran berbasis masalah; (3) kesulitan metakognisi yang dialami siswa dalam pemecahan masalah matematis ditinjau dari gaya belajarnya pada pembelajaran berbasis masalah. Penelitian ini merupakan penelitian kualitatif deskriptif. Subjek penelitian ini adalah siswa MTs Negeri 1 Labuhanbatu Selatan yang berjumlah 34 orang, kemudian diangkat untuk subjek wawancara berdasarkan gaya belajar Honey & Mumford yaitu teoris, pragmatis, reflektor, dan aktivis berdasarkan tingkat kemampuan metakognisi siswa. Adapun hasil penelitian sebagai berikut: (1) Terdapat 7 orang (23,52%) siswa dengan gaya belajar pragmatis, siswa dengan kemampuan tinggi, berada pada tingkat kemampuan metakognisi strategic use, siswa berkemampuan sedang, berada pada tingkat kemampuan metakognisi aware use, dan siswa berkemampuan rendah, berada pada tingkat kemampuan metakognisi tacit use; Terdapat 13 orang (44,11%) siswa dengan gaya belajar reflektor, siswa dengan kemampuan tinggi berada pada tingkat metakognisi reflective use dan strategic use. Siswa berkemampuan sedang, berada pada tingkat kemampuan metakognisi aware use, dan siswa berkemampuan rendah, berada pada tingkat kemampuan metakognisi tacit use; Terdapat 10 siswa (32,35%) dengan gaya belajar teoris, siswa dengan kemampuan sedang, berada pada tingkat kemampuan metakognisi aware use, dan siswa berkemampuan rendah, berada pada tingkat kemampuan metakognisi tacit use; dan terdapat 4 orang siswa dengan gaya belajar aktivis. (2) Untuk proses jawaban siswa: saat mengembangkan rencana penyelesaian masalah, siswa menjelaskan materi prasyarat, menjelaskan rencana, dan menentukan rencana penggunaan waktu yang digunakan untuk menyelesaikan masalah; Saat memonitor penyelesaian masalah, siswa menjelaskan hal yang perlu dilakukan jika tidak memahami masalah yang diberikan, menjelaskan strategi/ cara yang digunakan, serta meyakini bahwa proses jawaban benar; Saat mengevaluasi tindakan penyelesaian, siswa memaparkan alasan pemilihan strategi penyelesaian, memeriksa kembali jawaban yang diperoleh, dan menyimpulkan hal yang diperoleh setelah penyelesaian masalah. (3) Kesulitan metakognisi siswa kelas VII MTs Negeri 1 Labuhanbatu Selatan ialah kesulitan fakta sebanyak 9 orang sebesar 26,47 %, 11 orang (32, 35%) mengalami kesulitan Konsep, siswa yang mengalami kesulitan prinsip sebanyak 13 orang (38,23 %), dan siswa yang mengalami kesulitan prosedur sebanyak 21 orang (61,76%). Kata

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorSinaga, Bornok196509101991021001
Thesis advisorAsmin, 195708041985031002
Call Number: 510.711 Ram a
Keywords: Kemampuan Metakognisi, Pemecahan Masalah, Model Pembelajaran Berbasis Masalah, Gaya Belajar Honey & Mumford
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice)
L Education > LB Theory and practice of education > LB1555 Elementary or public school education
Q Science > QA Mathematics
Divisions: Program Pasca Sarjana > Pendidikan Matematika
Depositing User: Mr Maknun
Date Deposited: 18 Feb 2020 06:51
URI: http://digilib.unimed.ac.id/id/eprint/38469

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