PENGARUH PENDEKATAN METAKOGNITIF TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA BERDASARKAN TAHAP PERKEMBANGAN KOGNITIF

Abstract

The purpose of this study was to determine the effect of a metacognitive approach to the mathematical communication skills of high school students based on cognitive development (concrete, transition, and formal). The reason of this research can certainly be used as a reference for learning in schools to create a conductive classroom environment so that the enthusiasm of students in learning mathematics is increasing. This study uses a quasi-experimental method with a pretest and posttest non-equivalent control group design. The study population was all students of class XI SMAN 19 Kab. Tangerang, the sample was chosen two classes randomly namely the experimental class and the control class. Data collection is done through tests, tests in the form of essay questions that indicate mathematical communication skills. Pretest was given as a preliminary test before this research took place in both classes. As well as at the beginning of learning both classes work on Test of Logical Thinking (TOLT) questions with the aim of classifying students who belong to the concrete, transition or formal stages group. While the posttest was given after the end of the study in both classes in the form of the same questions as before. The results obtained in this study are: (1) Mathematical communication skills of students who are given metacognitive learning are better than students who use expository learning; (2) There are differences in students' mathematical communication skills based on the stages of cognitive development; (3) There is no interaction between approaches and stages of cognitive development on students' mathematical communication skills.