Pengembangan Kinerja Metakognitif Peserta Didik untuk Meningkatkan Kemampuan Pemecahan Masalah Kolaboratif Melalui Penerapan RPP Model Pembelajaran PME

Abstract

Abstract. The PME learning model is a model designed to optimize metacognitive learning through planning, monitoring, and evaluating activities (Amin & Mariani, 2017). This study aims to analyze the effect of applying the PME model Lesson Plan (LP) in the development of metacognitive performance to improve the collaborative problem-solving (CPS) abilities in mathematics learning. The subjects are 37 of twelfth graders of Senior High School, Kersana-Brebes. The data are collected with student questionnaire and problem solving test, and then they are analyzed with paired sample t-test. The analysis includes (1) Accomplishment level of PME model LP – a Control Tally Sheet (CTS-PME) is available to control it; (2) Students’ metacognitive performance – students fill Effectiveness Questionnaire (EQ-PME) are adopted from Darling-Hammond's metacognitive strategy; (3) ability of collaborative problem solving – students work on student’s worksheet (SW). The results are: (1) sig. = 0.000 <0.05 and t-cal = -4.820, - which means that LP shows significant increase in planning, monitoring and evaluating in learning activities; (2) sig. = 0.000 <0.05 and t-cal = -7.854. It shows that the LP implemented can increase the students’ metacognitive performance; and (3) sig. = 0.001<0.05 and t-cal = -4.671. these numbers tell us that the LP can increase significantly the students’ ability of collaborative problem solving.