ANALISIS METAKOGNISI SISWA SMK DALAM MEMECAHKAN MASALAH ALJABAR BERDASARKAN EFIKASI DIRI
| Main Author: | FItriyah, Royhanatul |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2018
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/53834/1/NASKAH.pdf http://eprints.umm.ac.id/53834/ |
Daftar Isi:
- This study aims to describe the metacognition of vocational students in solving algebraic problems based on students who have low, medium and high self-efficacy. These objectives can be revealed by a qualitative approach with the type of descriptive research. Six students (two students each with low, medium and high self-efficacy) from class X Mulia Husada Sumenep Health Vocational School in the Department of Pharmacy were used as research subjects. Data collection techniques used were giving self-efficacy questionnaires, algebra tests, and interviews. Then the data is analyzed and described. Based on the results of the analysis and discussion that students who have low, medium and high self-efficacy have different metacognition strategies in solving algebraic problems. Metacognition activities of students who have low self-efficacy are less able to solve the given problem, it is seen because they do not understand the problem so that it is difficult to plan planning and bring up ideas or strategies that will be used. If they do not plan, metacognition activities at the monitoring and evaluation stage are not activated. Unlike students who have low self-efficacy, students who have medium self-efficacy who are not easy to give up in solving the algebra problems faced, only there are some problems that are not correct. These students are able to understand the questions they have often encountered, namely the problem of linear equations of two variables. But they lack focus on the core of the problem. So it can be concluded that they are not maximally using metacognition skills in aspects of planning, monitoring, and evaluation. While students who have high self-efficacy in solving algebraic problems, they are able to solve the problems faced properly. They are also able to express their planning, they are able to monitor their work well, and always evaluate their work. So that it can be concluded that they use their metacognitive activities at the maximum planning, monitoring and evaluation stage which results in success in solving the algebra problems encountered.