Pengaruh Penerapan Strategi Metakognitif terhadap Kemampuan Pemecahan Masalah Matematis Berdasarkan Kemandirian Belajar Siswa

Abstract

This research aimed at investigating whether there was or not a difference on mathematic problem solving ability between students taught by using metakognitif strategy and those who were taught by using conventional learning, knowing whether there was or not a difference on mathematic problem solving ability between students taught by using metakognitif strategy and those who were taught by using conventional learning derived from learning independence, and seeing whether there is an interaction between metacognitive strategies and learning independence in influencing students' mathematical problem solving abilities. This research was a Quasi-experiment with The Nonequivalent Posttest Only Control Group Design. design. All of the tenth-grade students of MIA class in the second semester of the Academic Year of 2018/2019. Samples selected purposive sampling were the tenth-grade students of MIA 1 and 2 classes. The data analysis that was used for the first hypothesis was t-test, two-way ANOVA was for the second and the third hypotheses. The data analysis result that t-test was used showed that t observed =3.309 was higher than t table =1.9977. So, it could be concluded that there was a difference on mathematic problem solving ability between students taught by using metakognitif strategy and those who were taught by using conventional learning. The data analysis result that two-way ANOVA was used showed that menunjukkan F(B) observed = 40.45 was higher than F(B) table =3.15 So, it could be concluded that there was a difference on mathematic problem solving skill between students taught by using metakognitif strategy and those who were taught by using conventional learning derived from learning independence. For interaction, F(A×B) observed = 0.47 was lower than F(A×B) tabel = 3.15 so that it can be shown that there is no interaction between metacognitive strategies and independence of learning in influencing students mathematical problem solving abilities.