Reflection on Learning and Mathematics Learning Outcomes of Vocational High School Students: An Empirical Study on Several Materials
DOI:
https://doi.org/10.31980/mosharafa.v14i4.3564Keywords:
learning reflection, metacognition, mathematics learning outcomes, vocational high school, empirical synthesis, Australian secondary school, Hasil Belajar Matematika, Pendidikan Matematika, Refleksi Pembelajaran, Sekolah Menengah KejuruanAbstract
Pembelajaran matematika di Sekolah Menengah Kejuruan (SMP) memiliki karakteristik yang berbeda dibandingkan dengan pendidikan umum. Penelitian ini bertujuan untuk mengintegrasikan data dari tiga studi independen yang dilakukan di SMKN 1 Lelea. Penelitian ini menggunakan pendekatan kuantitatif dengan desain analisis lintas studi. Subjek penelitian adalah 65 (kelas 11) dan 90 (kelas 12) siswa dari SMKN 1 Lelea, Kabupaten Indramayu. Instrumen penelitian meliputi kuesioner refleksi pembelajaran skala Likert dan tes hasil belajar matematika. Teknik analisis yang digunakan adalah analisis Partial Least Squares (PLS) menggunakan program Smart PLS versi 4.1.1.6 untuk menganalisis variabel eksogen (Usia, Jenis Kelamin, Tingkat Kelas), variabel endogen (Refleksi Pembelajaran, Hasil Belajar), dan variabel mediasi (Refleksi Pembelajaran). Berdasarkan hasil studi empiris yang meneliti refleksi pembelajaran dalam pembelajaran matematika SMA Kejuruan, dapat disimpulkan bahwa refleksi pembelajaran belum menunjukkan dampak langsung yang konsisten terhadap hasil belajar matematika yang diukur secara kognitif.
Mathematics learning in Vocational High Schools (SMK) has different characteristics compared to general education. This study aims to integrate data from three independent studies conducted at SMKN 1 Lelea. This study used a quantitative approach with a cross-study analysis design. The subjects were 65 (11th) and 90 (12th) grade students from SMKN 1 Lelea, Indramayu Regency. The research instruments included a Likert-scale learning reflection questionnaire and a mathematics learning outcome test. The analysis technique used Partial Least Squares (PLS) analysis using the Smart PLS program version 4.1.1.6 to analyze exogenous variables (Age, Gender, Grade Level), endogenous variables (Learning Reflection, Learning Outcomes), and the mediating variable (Learning Reflection). Based on the results of empirical studies examining learning reflection in vocational high school mathematics learning, it can be concluded that learning reflection has not shown a consistent direct impact on mathematics learning outcomes measured cognitively.
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