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Metacognition's Impact on Math Skills

This document summarizes a study that analyzed the effects of student metacognition on mathematical higher-order thinking skills in informal small group learning. The study aimed to: 1) prove the effect of metacognition on thinking skills, 2) analyze learning difficulties in achieving thinking skills based on diagnostic assessment, and 3) describe follow-up results from diagnostic assessments. It found that metacognition affected thinking skills and subjects with high metacognition achieved some indicators but failed others. Subjects with normal metacognition only achieved low-level indicators. Follow-up involved peer tutoring for some and challenging assignments to improve metacognition for others.

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Nurfeti Dwi Susilowati
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12 views1 page

Metacognition's Impact on Math Skills

This document summarizes a study that analyzed the effects of student metacognition on mathematical higher-order thinking skills in informal small group learning. The study aimed to: 1) prove the effect of metacognition on thinking skills, 2) analyze learning difficulties in achieving thinking skills based on diagnostic assessment, and 3) describe follow-up results from diagnostic assessments. It found that metacognition affected thinking skills and subjects with high metacognition achieved some indicators but failed others. Subjects with normal metacognition only achieved low-level indicators. Follow-up involved peer tutoring for some and challenging assignments to improve metacognition for others.

Uploaded by

Nurfeti Dwi Susilowati
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Analysis of Mathematical Higher Order Thinking Skills and Student Metacognition in

Informal Small Group Cooperative Leraning Based on Diagnostic Assessment

Kartono 1, a), Budi Waluya 2, b)


1Jurusan Matematika Universitas Negeri Semarang
2Jurusan Matematika Universitas Negeri Semarang
a)[Link]@[Link]
b)[Link]@[Link]

Abstract

There is discrepancy between student learning outcomes and curriculum demands, related to
mathematical higher order thinking skills as the learning outcomes. The scarcity of information
in the results of affective assessment learning outcomes compared with cognitive learning
outcomes. The research objectives to be achieved are: 1) Proving that there is effect of students'
metacognition on mathematical higher order thinking skills in informal small group
cooperative learning. 2) Analyzing students' learning difficulties in achieving indicators of
mathematical higher order thinking skills based on diagnostic assessment in informal small
group cooperative learning reviewed from their metacognition. 3) Describing the following up
results of the diagnostic assessment of students' mathematical higher order thinking skills in
informal small group cooperative learning. The populations in this study were students of
Department of Mathematics, Faculty of Mathematics and Natural Sciences, Semarang State
University, who took lesson in Complex Analysis course consisting of four classes with total
140 students. A random class was chosen as a sample of 33 students. Data were analyzed using
simple linear regression and qualitative descriptive. The results of this study showed that there
was effect of students' metacognition on mathematical higher order thinking skills in informal
small group cooperative learning. The subjects from high metacognition group, who were
successful in achieving indicator of analysis and creation aspects, failed to achieve the indicator
of evaluation aspect with procedural dimension. The subjects from normal metacognition
groups only achieved indicator of analysis aspect with knowledge dimension. The following
up of the diagnostic assessment results of mathematical higher order thinking skills for
subjects, whose achievement of indicators have not been optimal, is by training involving peers
in tutorial form. Subjects with normal metacognition can be improved through learning
activities with challenging and non-routine assignments.
Keywords: mathematical higher order thinking, diagnostic assessment, small group
cooperative learning.

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