METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION
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Abstract
One of the levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in this study were metacognition tests, questionnaires, and interviews. The results showed that students with high Mathematics Initial Ability had metacognition knowledge with reflective use and strategic use levels. Learning citizens with medium initial mathematical ability have metacognition knowledge with strategic use level, and learning citizens with low initial mathematical ability are at the aware use metacognition knowledge level. In the indicator of metacognition skills, learning citizens with high initial mathematics abilities are at the strategic use level, learning citizens with moderate initial mathematical ability categories are at the strategic use level, and aware use, learning citizens with low initial mathematical ability categories are at the tacit use level. In general, the metacognitive abilities of learning citizens in the high, medium, and low initial mathematical categories are at the strategic use, aware use.
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Puadah, P. F., Suhendra, S., & Hidayat, A. (2023). METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION . Kalamatika: Jurnal Pendidikan Matematika, 8(2), 237-246. https://doi.org/10.22236/KALAMATIKA.vol8no2.2023pp238-250
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References
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http://ejurnal.undana.ac.id/index.php/jbkHalaman%7C15
Murti, H. A. S. (2011). Metacognition and theory of mind (ToM). Pitutur Psychology Journal, 1(2), 53-64. http://eprints.umk.ac.id/270/1/53_-_64.PDF
Nadia, G. A., & Suhendra, U. (2020). Students' Metacognitive Levels in Solving Statistics Problems in View of Swartz & Perkins' Metacognitive Theory. Journal of Mathematics Education, 20(10), 1-15.
Purnomo, D. (2019). Characteristics of Students' Metacognition Process in Solving Calculus Problems. Paradigma: Journal of Philosophy, Science, Technology, and Socio- Culture, 25(1), 1-15. https://doi.org/10.33503/paradigma.v25i1.477
Putra, R. A., Kamil, M., & Pramudia, J. R. (2017). APPLICATION OF LEARNING METHODS IN IMPROVING STUDENT RESULTS (Study on Package C
Equivalency Education Program at PKBM Bina Mandiri Cipageran). Journal of Out- of-School Education, 1(1), 23-36.
Shopianingtyas, & Fitaria and Bambang Sugiarto. (2013). Identification of Students' Metacognitive Level in Solving Problems of Chemical Calculation Materials. UNESA Journal of Chemical Education, 2(1), 21-27.
Thayeb, T., & Putri, A. P. (2017). Metacognition Ability to Improve Mathematics Problem Solving Skills of Class Viii B Students of Mts Madani Alauddin Paopao, Gowa Regency. MaPan, 5(1), 1-17. https://doi.org/10.24252/mapan.2017v5n1a1
Anggo, M. (2011). Edumatica Volume 01 Number 02.
Ardhilah, D. K., Dahlan, J. A., & Rohayati, A. (2020). Metacognition and learning independence of junior high school students in reading mathematics books on cartesian coordinates 1. Journal on Mathematics Education Research, 1(c), 1-9.
Fasha, A., Johar, R., & Ikhsan, M. (2018). Improving Students' Mathematical Problem Solving and Critical Thinking Ability through Metacognitive Approach. Journal of Mathematics Didactics, 5(2), 53-64. https://doi.org/10.24815/jdm.v5i2.11995
Irham, M. (2015). Metacognition pattern and problem solving ability of students through Think Aloud Pair Problem Solving (TAPPS). Proceedings of National Seminar on Mathematics IX 2015, 161-169.
Kamelia, S., & Pujiastuti, H. (2020). Application of Metacognitive-Scaffolding Learning Strategy to Improve Students' Mathematical Problem Solving Ability and Self Regulated Learning. Juring (Journal for Research in Mathematics Learning), 3(4), 385-392.
Lalang, A. C. (2021). The importance of metacognition empowerment on students' learning
independence and critical thinking skills during the covid-19 pandemic. Beta Chemistry Journal, 1(2), 15-24.
http://ejurnal.undana.ac.id/index.php/jbkHalaman%7C15
Murti, H. A. S. (2011). Metacognition and theory of mind (ToM). Pitutur Psychology Journal, 1(2), 53-64. http://eprints.umk.ac.id/270/1/53_-_64.PDF
Nadia, G. A., & Suhendra, U. (2020). Students' Metacognitive Levels in Solving Statistics Problems in View of Swartz & Perkins' Metacognitive Theory. Journal of Mathematics Education, 20(10), 1-15.
Purnomo, D. (2019). Characteristics of Students' Metacognition Process in Solving Calculus Problems. Paradigma: Journal of Philosophy, Science, Technology, and Socio- Culture, 25(1), 1-15. https://doi.org/10.33503/paradigma.v25i1.477
Putra, R. A., Kamil, M., & Pramudia, J. R. (2017). APPLICATION OF LEARNING METHODS IN IMPROVING STUDENT RESULTS (Study on Package C
Equivalency Education Program at PKBM Bina Mandiri Cipageran). Journal of Out- of-School Education, 1(1), 23-36.
Shopianingtyas, & Fitaria and Bambang Sugiarto. (2013). Identification of Students' Metacognitive Level in Solving Problems of Chemical Calculation Materials. UNESA Journal of Chemical Education, 2(1), 21-27.
Thayeb, T., & Putri, A. P. (2017). Metacognition Ability to Improve Mathematics Problem Solving Skills of Class Viii B Students of Mts Madani Alauddin Paopao, Gowa Regency. MaPan, 5(1), 1-17. https://doi.org/10.24252/mapan.2017v5n1a1