Inquiry-Based Online Learning Model Using Metacognitive Strategy to Enhance Mathematics Critical Thinking Ability
DOI:
https://doi.org/10.31980/plusminus.v4i2.2226Keywords:
Kemampuan Berpikir Kritis Matematis, Pembelajaran Inquiry Berbasis Online, Strategi Metakognitif, Mathematics Critical Thinking Ability, Inquiry-Based Online Learning, Metacognitive StrategyAbstract
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.
References
Afdal, H. W. (2017). “Research-Based” and “Profession-Oriented” as Prominent Knowledge Discourses in Curriculum Restructuring of Professional Programs. Higher Education, 74(3), 401–418. https://doi.org/10.1007/s10734-016-9998-7
Afriansyah, E. A. (2021). Realistic mathematics education berbasis emergent modeling untuk meningkatkan kemampuan berpikir kritis dan kreatif matematis serta curiosity mahasiswa calon guru. (Doctoral dissertation, Universitas Pendidikan Indonesia).
Ahdhianto, E., Marsigit, Haryanto, & Santi, N. N. (2020). The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving And Mathematical Communication Skills. European Journal of Educational Research, 9(2), 753–764. https://doi.org/10.12973/eu-jer.9.2.753
Brunheira, L., & Ponte, J. P. da. (2019). From the Classification of Quadrilaterals to The Classification of Prisms: An Experiment with Prospective Teachers. Journal of Mathematical Behavior, 53, 65–80.
https://doi.org/10.1016/j.jmathb.2018.06.004
Chertoff, J. D., Zarzour, J. G., Morgan, D. E., Lewis, P. J., Canon, C. L., & Harvey, J. A. (2020). The Early Influence and Effects of the Coronavirus Disease 2019 (COVID-19) Pandemic on Resident Education and Adaptations. Journal of the American College of Radiology, 17(10), 1322–1328. https://doi.org/10.1016/j.jacr.2020.07.022
Da, L., Almeida, S., Helena, A., & Franco, R. (2011). Critical Thinking: Its Relevance for Education in a Shifting Society. Revista de Psicología, 29(1).
Daniel, M.-F., & Auriac, E. (2011). Philosophy, Critical Thinking and Philosophy for Children. Educational Philosophy and Theory, 43(5). https://doi.org/10.1111/j.1469-5812.2008.00483.x
Desoete, A., & De Craene, B. (2019). Metacognition and Mathematics Education: an Overview. ZDM - Mathematics Education, 51(4), 565–575. https://doi.org/10.1007/s11858-019-01060-w
Dinuţă, N. (2015). The Use of Critical Thinking in Teaching Geometric Concepts in Primary School. Procedia - Social and Behavioral Sciences, 180, 788–794. https://doi.org/10.1016/j.sbspro.2015.02.205
Diva, S. A., & Purwaningrum, J. P. (2023). Strategi Mathematical Habits of Mind Berbantuan Wolfram Alpha untuk Meningkatkan Kemampuan Berpikir Kritis Siswa dalam Menyelesaikan Bangun Datar. Plusminus: jurnal pendidikan matematika, 3(1), 15-28. https://doi.org/10.31980/plusminus.v3i1.1219
Duran, M., & Dökme, I. (2016). The effect of The Inquiry-Based Learning Approach on Student’s Critical-Thinking Skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a
Ennis, R. H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions (pp. 1–8). University of lllinois.
Facione, P. A. (2011). Critical Thinking: What It Is and Why It Counts. In Critical Thinking. Insight Assessment.
Fadilah, D. N., & Afriansyah, E. A. (2021). Peran Orang Tua terhadap Hasil Belajar Siswa di Masa Pandemi Covid-19 dalam Pembelajaran Matematika Berbasis Online. Plusminus: Jurnal Pendidikan Matematika, 1(3), 395-408. https://doi.org/10.31980/plusminus.v1i3.943
Ferrel, M. N., & Ryan, J. J. (2020). The Impact of COVID-19 on Medical Education. Cureus, 12(3), 10–12. https://doi.org/10.7759/cureus.7492
Fuad, N. M. (2017). Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning. International Journal of Instruction, 10(1), 101–116. https://doi.org/10.12973/iji.2017.1017a
Fujita, T., Kondo, Y., Kumakura, H., & Kunimune, S. (2017). Students’ Geometric Thinking with Cube Representations: Assessment Framework and Empirical Evidence. Journal of Mathematical Behavior, 46, 96–111. https://doi.org/10.1016/j.jmathb.2017.03.003
Halpern, D. F. (1998). Teaching Critical Thinking for Transfer Across Domains. American Psychologist, 53(4), 449–455. https://doi.org/10.1037//0003-066x.53.4.449
Irwansyah, F. S., Lubab, I., Farida, I., & Ramdhani, M. A. (2017). Designing Interactive Electronic Module in Chemistry Lessons. Journal of Physics: Conference Series, 895(1). https://doi.org/10.1088/1742-6596/895/1/012009
Istuningsih, W., Baedhowi, B., & sangka, B., K. (2018). The Effectiveness of Scientific Approach Using E-Module Based on Learning Cycle 7E to Improve Students’ Learning Outcome. International Journal of Educational Research Review, 3(3), 75–85. https://doi.org/10.24331/ijere.449313
Jeffrey, L., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended Learning: How Teachers Balance the Blend of Online and Classroom Components. Journal of Information Technology Education: Research, 13, 121–140. https://doi.org/10.28945/1968
Joyce, B. R. (2011). Models of Teaching (4th ed.). Allyn and Bacon.
Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive Strategies that Enhance Critical Thinking. Metacognition Learning, 5(October 2009), 251–267. https://doi.org/10.1007/s11409-010-9060-6
Lestari, T., Supardi, Z. A. I., & Jatmiko, B. (2021). Virtual Classroom Critical Thinking as an Alternative Teaching Model to Improve Students’ Critical Thinking Skills in Pandemic Coronavirus Disease Era. European Journal of Educational Research, 10(4), 2003–2015.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in Educational Research: From Theory to Practice. Jossey Bass.
Luritawaty, I. P., Herman, T., & Prabawanto, S. (2022). Analisis Cara Berpikir Kritis Mahasiswa pada Materi Bangun Ruang Sisi Datar. Mosharafa: Jurnal Pendidikan Matematika, 11(2), 191-202. https://doi.org/10.31980/mosharafa.v11i2.698
Muhati, O., Wenas, J. R., Runtu, P. V. J., Matematika, P., Matematika, F., Alam, P., & Manado, U. N. (2021). Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbantuan Google Meet Terhadap Hasil Belajar Matematika Siswa Bahasan Aljabar. 2(1), 1–4.
Nurhanifah, N. (2022). Kemampuan berpikir kreatif matematis siswa kelas viii smp pada materi geometri. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 1(2), 161-172. https://doi.org/10.31980/pme.v1i2.1386
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Prayogi, S., Yuanita, L., & Wasis, L. (2018). Critical inquiry Based Learning: A Model of Learning To Promote Critical Thinking Among Prospective Teachers Of Physic. Journal of Turkish Science Education, 15(1), 43–56. https://doi.org/10.12973/tused.10220a
Rohmah, A., Rosita, M. D., Fatimah, E. R., & Wahyuni, I. (2023). Analisis kemampuan berpikir kritis siswa kelas vii smp dalam menyelesaikan soal cerita materi segitiga. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 2(2), 175-184. https://doi.org/10.31980/pme.v2i2.1419
Sanders, S. (2016). Critical and Creative Thinkers in Mathematics Classrooms. 6(1), 19–27.
Schraw, G., Olafson, L., Weibel, M., Sewing, D. (2012). Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program. In: Zohar, A., Dori, Y. (eds) Metacognition in Science Education. Contemporary Trends and Issues in Science Education, 40. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2132-6_4
Seranica, C., Purwoko, A. A., & Hakim, A. (2018). Influence of Guided Inquiry Learning Model to Critical Thinking Skills. Journal of Research & Method in Education (IOSR-JRME), 8(1), 28–31. https://doi.org/10.9790/7388-0801022831
Serevina, V., & Sari, I. J. (2018). Development of E-Module Based on Problem Based Learning (PBL) on Heat and Temperature to Improve Student’s Science Process Skill. In TOJET: The Turkish Online Journal of Educational Technology, 17(3).
Seruni, R., Munawaroh, S., Kurniadewi, F., & Nurjayadi, M. (2020). Implementation of E-module flip PDF Professional to Improve Students’ Critical Thinking Skills through Problem Based Learning. Journal of Physics: Conference Series, 1521(4), 1–6. https://doi.org/10.1088/1742-6596/1521/4/042085
Setiyani, Waluya, S. B., Sukestiyarno, Y. L., & Cahyono, A. N. (2022). E-Module Design Using Kvisoft Flipbook Application Based on Mathematics Creative Thinking Ability for Junior High Schools. International Journal of Interactive Mobile Technologies, 16(4), 116–136. https://doi.org/10.3991/ijim.v16i04.25329
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and Quasi-Experimental Designs for Generalized Causal Inference. Houghton Mifflin.
Sitorus, D. S., Siswandari, & Kristiani. (2019). The Effectiveness of Accounting E-Module Integrated with Character Value to Improve Students’ Learning Outcomes and Honesty. Cakrawala Pendidikan, 38(1), 120–129. https://doi.org/10.21831/cp.v38i1.20878
Suartama, I. K., Usman, M., Triwahyuni, E., Subiyantoro, S., Abbas, S., Umar, Hastuti, W. D., & Salehudin, M. (2020). Development of E-learning oriented inquiry learning based on character education in multimedia course. European Journal of Educational Research, 9(4), 1591–1603. https://doi.org/10.12973/EU-JER.9.4.1591
Sundari, F. S., & Indrayani, E. (2020). Penerapan Model Pembelajaran Inkuiri Terbimbing Untuk Application of Guided Inquiry Learning Models to Improve Mathematical Learning. Jurnal Pendidikan Dan Pengajaran Guru Sekolah Dasar, 02(September 2019), 72–75.
Supriadi, K., Ansari, K., & Adisaputera, A. (2019). Development of Module Teaching Materials Writing Short Texts of Literacy-Based for Students of Senior High School Parulian 1, Medan, Indonesia. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2(3), 398–409. https://doi.org/10.33258/birle.v2i3.378
Toquero, C. M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
Utami, N. R., Jufriadi, A., & Ayu, H. D. (2020). Interactive E-module Based on H-Guided Inquiry: Optimize the ICT Skills and Learning Achievements. Berkala Ilmiah Pendidikan Fisika, 8(3), 183. https://doi.org/10.20527/bipf.v8i3.8604
Vasilyeva, M., Ganley, C. M., Casey, B. M., Dulaney, A., Tillinger, M., & Anderson, K. (2013).
How Children Determine the Size of 3D Structures: Investigating Factors Influencing Strategy Choice. Cognition and Instruction, 31(1), 29–61. https://doi.org/10.1080/07370008.2012.742086
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Plusminus: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
