Differences in Metacognitive Ability of Students Through Learning Realistic Mathematics Education and Problem Based Learning in Pangkalan Susu Senior High School
| Main Authors: | Lubis, Chairi Mutia, Rajagukguk, Waminton, Fauzi, Kms Muhammad Amin |
|---|---|
| Format: | Proceeding PeerReviewed Book |
| Bahasa: | ind |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://digilib.unimed.ac.id/35390/1/cover.pdf http://digilib.unimed.ac.id/35390/2/full%20text.pdf http://digilib.unimed.ac.id/35390/ http://aisteel2018.unimed.ac.id/wp-content/uploads/2019/02/51-55.pdf |
Daftar Isi:
- This research aims to: (1) There are differences in metacognitive abilities of students who are taught with Realistic Mathematics Education Learning and Problem Based Learning,(2) Interaction between learning model (realistic mathematics education and problem based learning) early math skills (high, medium, low) to students' metacognitive abilities. This research is quasi experimental. The population of this research was students class X of SMAN 1 Pangkalan Susu. The sample of this research is class X IA2 and X IA4. Analysis is done using analysis of variance (ANAVA) the result showed that (1) metacognitive ability of student who taught with problem based learning is higher than student who taught realistic mathematics education learning. It is seen descriptively obtained average group of experiment-based learning the problem is 59.77 While the average for the experimental group learning realistic mathematics education is 49.23. Based on ANOVA test results obtained significance 0.000 <α = 0.05, it can be concluded metacognitive ability of students who are taught with problembased learning is higher than students who get realistic mathematics education learning. This shows that the learning factor also gives a significant influence on the students'metacognitive ability. (2) There is no interaction between learning model with KAM students to students' metacognitive ability. Based on ANOVA test results obtained significance of 0.876> α = 0.05 this shows no effect simultaneously donated by learning by KAM to the students' metacognitive ability. Differences in students' metacognitive abilities are caused by differences in learning used not because of KAM students.