Pengembangan Model Pembelajaran Matematika SMP Berbasis Skafolding Metakognitif
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Abstract
Skafolding metakognitif dengan menanyakan-diri mempromosikan kemandirian belajar atau memecahkan masalah matematika siswa. Penelitian ini adalah penelitian pengembangan, bertujuan untuk menghasilkan model pembelajaran berbasis skafolding metakognitif (PBSM) yang memenuhi kriteria valid, praktis, efektif, dan efisien. Tahapan dalam penelitian ini menggunakan tahapan pengembangan model masalah umum bidang pendidikan dari Plomp (2007), yaitu: (1) investigasi awal; (2) perancangan model; (3) realisasi dan konstruksi; serta (3) tes dan evaluasi. Hasil penelitian menunjukkan bahwa model PBSM berdasar penilaian ahli memenuhi kritera valid dan dari implementasi menunjukkan telah memenuhi kriteria praktis, efektif dan efisien
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How to Cite
TURMUDI, Turmudi et al.
Pengembangan Model Pembelajaran Matematika SMP Berbasis Skafolding Metakognitif.
Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami), [S.l.], v. 1, n. 1, p. 95-109, july 2017.
Available at: <http://conferences.uin-malang.ac.id/index.php/SIMANIS/article/view/44>. Date accessed: 01 apr. 2023.
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Mathematics Education
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
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[14] Paas, F.G.W.C., Tuovinen, J.E., Tabbers, H. & Van Gerven, P.W.M. 2003b. Cognitive Load Measurement as a Means to Advance Cognitive Load Theory. Educational Psychologist. 38(1): 63-71.
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[16] Paas, F.G.W.C. & van Merriënboer, J.J.G. 1993. The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance measures. Human Factors, 35: 737-743.
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[20] Suweca, I.N. 2009. Pengembangan Model Pembelajaran Inquiry untuk Penghalusan Pengetahuan Matematika Mahasiswa Calon Guru Melalui Pengajuan Pertanyaan. Disertasi tidak diterbitkan. Surabaya: Universitas Negeri Surabaya.
[2] Utomo, D.P. 2007. Pengembangan Model Pembelajaran Kooperatif Matematika yang Berorientasi pada Kepribadian Siswa (Model PKBK) di Sekolah Dasar Disertasi S-3 Pendidikan Matematika tidak dipublikasi-kan, Universitas Negeri Surabaya.
[3] Sweller, J. 2010. Element Interactivity and Instrinsic, Extraneous and Germane Cognitive Load. Educational Psychology Review, 22: 123-138.
[4] Sweller, J. 2004. Instructional Design Consequences of an Analogy Between Evo-lution by Natural Selection and Human Cognitive Architecture. Instructional Science, 32: 9-31.
[5] Suweca, I.N. 2009. Pengembangan Model Pembelajaran Inquiry untuk Penghalusan Pengetahuan Matematika Mahasiswa Calon Guru Melalui Pengajuan Pertanyaan. Disertasi tidak diterbitkan. Surabaya: Universitas Negeri Surabaya.
[6] Shah, S.N. & Sazeli, A.G. 2008. Teaching Mathematics in Secondary Schools: Theories and Practices. Tanjong Malim: Penerbit Universiti Pendidikan Sultan Idris [7] Xu, G. dan Zou, Y.M., Linear Dynamical Systems over Finite Rings, Journal of Algebra, vol. 321, Issue 8, pp. 2149-2155, 2009.
[8] Plomp, T. 2007. An Introduction to Edcational Design Research. Proceedings of The Seminar Conducted at The East China Normal University. Shanghai (PR China), 23-26 November.
[9] Sa’dijah, C. 2006. Pembangunan Model Pengajaran dan Pembelajaran Matematika Beracuan Konstruktivisme untuk Pelajar SMP. Disertasi tidak diterbitkan. Surabaya: Universitas Negeri Surabaya.
[10] Pintrich, P.R., Wolters, C.A. & Baxter, G.P. 2000. Assessing Metacognition and Self-Regulated Learning. Dalam G. Schraw & J.C. Impara (Eds.). Issues in the Measurement of Metacognition (hlm. 43–98). Lincoln, NE: Buros.
[11] Piaget, J. 1970. The Science of Education and the Psychology of the Child. New
York: Grossman.
[12] Paris, S. G., & Winograd, P. 1990. How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.
[13] Paas, F.G.W.C., van Gof, T. & Sweller, J. 2010. Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives. Educational Psychology Review, 22: 115-121.
[14] Paas, F.G.W.C., Tuovinen, J.E., Tabbers, H. & Van Gerven, P.W.M. 2003b. Cognitive Load Measurement as a Means to Advance Cognitive Load Theory. Educational Psychologist. 38(1): 63-71.
[15] Paas, F.G.W.C., Renkl, A. & Sweller, J. 2003a. Cognitive Load Theory and Instructional Design: Recent Developments. Journal of Educational Psychologist, 38(1): 23-32.
[16] Paas, F.G.W.C. & van Merriënboer, J.J.G. 1993. The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance measures. Human Factors, 35: 737-743.
[17] O’Neil, H.F. & Abedi, J. 1996. Reliability & Validity of State Metacognitive Inventory: Potential for Alternative Assesment. Journal of Educational Research, 89: 234-245.
[18] Vygotsky, L.S. 1978. Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
[19] Slavin, R.E. 2000. Educational Psychology: Theory and Practice (6th ed.). Boston, USA: Allyn & Bacon.
[20] Suweca, I.N. 2009. Pengembangan Model Pembelajaran Inquiry untuk Penghalusan Pengetahuan Matematika Mahasiswa Calon Guru Melalui Pengajuan Pertanyaan. Disertasi tidak diterbitkan. Surabaya: Universitas Negeri Surabaya.