Inquiry-Based Online Learning Model Using Metacognitive Strategy to Enhance Mathematics Critical Thinking Ability

Authors

  • Irena Puji Luritawaty Institut Pendidikan Indonesia Garut
  • Ulpah Rahmawati Institut Pendidikan Indonesia Garut

DOI:

https://doi.org/10.31980/plusminus.v4i2.2226

Keywords:

Kemampuan Berpikir Kritis Matematis, Pembelajaran Inquiry Berbasis Online, Strategi Metakognitif, Mathematics Critical Thinking Ability, Inquiry-Based Online Learning, Metacognitive Strategy

Abstract

Kemampuan berpikir kritis calon guru sangat menentukan perannya sebagai mentor dan fasilitator pendidikan. Untuk itu, diperlukan proses pembelajaran yang lebih fleksibel dan bersinergi dengan perkembangan zaman untuk mendorong eksplorasi dan keterlibatan. Oleh karena itu, penelitian ini bertujuan untuk menguji kemampuan berpikir kritis matematika menggunakan pembelajaran online berbasis inkuiri dengan strategi metakognitif. Penelitian ini melibatkan 60 orang siswa calon guru matematika, 30 orang dikelompokkan sebagai kelas eksperimen, dan 30 orang lainnya sebagai kelas kontrol. Masing-masing kelompok dibagi berdasarkan pengetahuan awal yaitu tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa siswa yang mendapat pembelajaran online berbasis inkuiri dengan strategi metakognitif menunjukkan peningkatan kemampuan berpikir kritis matematika yang lebih signifikan. Tren ini diamati di semua tingkat pengetahuan matematika awal. Secara keseluruhan, siswa yang mendapat pembelajaran online berbasis inkuiri dengan strategi metakognitif menunjukkan peningkatan kemampuan berpikir kritis matematika pada semua kategori.

The critical thinking ability of prospective teacher is crucial to their role as mentors and educational facilitators. For this reason, a learning process is needed that is more flexible and synergistic with current developments to encourage exploration and involvement. Therefore, this study aimed to examine the critical thinking ability of mathematics using inquiry-based online learning with a metacognitive strategy. This research involved 60 prospective mathematics teacher students, 30 people were grouped as the experimental class, and 30 other people as the control class. Each group is divided according to initial knowledge, namely high, medium, and low. The results showed that students who received inquiry-based online learning with metacognitive strategy demonstrated more significant improvement in mathematics critical thinking ability. This trend was observed across all initial mathematics knowledge levels. Overall, students who received inquiry-based online learning with metacognitive strategy demonstrated improved mathematics critical thinking ability in all categories.

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Published

2024-07-30

How to Cite

Luritawaty, I. P., & Rahmawati, U. (2024). Inquiry-Based Online Learning Model Using Metacognitive Strategy to Enhance Mathematics Critical Thinking Ability. Plusminus: Jurnal Pendidikan Matematika, 4(2), 321–336. https://doi.org/10.31980/plusminus.v4i2.2226

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