Improving Students' Metacognition Skills through Mathematics Learning Based on Realistic Mathematics Education
DOI:
https://doi.org/10.31980/mosharafa.v13i2.1872Keywords:
Matematika, Bentuk Aljabar, Metacognition, Realistic Mathematics Education, Aljabar, MathematicsAbstract
Metakognisi sangat penting namun dalam realitanya belum sesuai dengan yang diharapkan. Tujuan penelitian ini untuk menghasilkan modul pembelajaran yang valid, praktis, dan efektif serta untuk mengetahui metakognisi siswa pada materi Aljabar menggunakan modul matematika berbasis Realistic Mathematics Education (RME) yang telah dikembangkan. Penelitian ini menggunakan metode penelitian R&D (Research and Development). Partisipan pada penelitian ini adalah 2 kelas pada sekolah menengah pertama (SMP) dimana masing-masing kelas akan menjadi kelas eksperimen dan kelas kontrol. Subjek yang digunakan pada kelas eksperimen sebanyak 31 orang dan subjek pada kelas kontrol sebanyak 32 orang. Penelitian pengembangan pada penelitian ini menggunakan model Four-D (4D) yang memiliki empat tahapan meliputi pendefinisian, perancangan, pengembangan, dan penyebaran. Hasil penelitian ini menunjukkan bahwa modul matematika yang dikembangkan valid, praktis, dan efektif serta siswa yang menggunakan modul matematika berbasis RME mempunyai metakognisi lebih baik daripada siswa yang menggunakan buku teks matematika yang disediakan oleh sekolah. Temuan dari penelitian ini dapat dijadikan landasan dalam merancang bahan ajar yang relevan.
Metacognition is very important, but in reality, it is not in accordance with expectations. The purpose of this research is to produce valid, practical, and effective learning modules and to determine students' metacognition in Algebra material using the Realistic Mathematics Education (RME)-based mathematics module that has been developed. This research uses the R&D (Research and Development) research method. Participants in this study are 2 classes in junior high school (SMP) where each class will be an experimental class and a control class. The subjects used in the experimental class were 31 people and the subjects in the control class were 32 people. The development research in this study uses the Four-D (4D) model which has four stages including definition, design, development, and deployment. The results of this study show that the mathematics modules developed are valid, practical, and effective and students who use RME-based mathematics modules have better metacognition than students who use mathematics textbooks provided by schools. The findings of this study can be used as a basis for designing relevant teaching materials.
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