Pengembangan Perangkat Pembelajaran Berbasis Masalah Kontekstual untuk Meningkatkan Kemampuan Metakognisi Siswa Sekolah Dasar
Abstract
Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbasis masalah kontekstual untuk meningkatkan kemampuan metakognisi siswa sekolah dasar. Proses pengembangan perangkat terdiri dari tahap pendefinisian (define), perancangan (design), dan pengembangan (develop). Perangkat yang dikembangkan meliputi rencana pelaksanaan pembelajaran, lembar kerja, tes metakognisi, dan kuesioner kemampuan metakognisi pada materi Kelipatan Persekutuan Terkecil (KPK) dan Faktor Persekutuan Terbesar (FPB). Teknik pengumpulan data menggunakan validasi ahli, observasi, kuesioner, dan tes. Subjek penelitian adalah siswa kelas lima SDN Kalitengah I Tanggulangin Sidoarjo. Hasil penelitian menunjukkan bahwa perangkat pembelajaran berbasis masalah kontekstual yang dikembangkan berkualitas baik. Hal ini dapat dilihat dari keterlaksanaan pembelajaran berkatergori baik, aktivitas siswa berkategori baik, respon metakognisi siswa berkategori positif, ketuntasan hasil belajar metakognisi siswa secara klasikal tercapai. Kemampuan metakognisi siswa menunjukkan hal yang lebih baik dalam hal kesadaran merencanakan, memonitor, dan mengevaluasi proses pemecahan masalah saat dan sesudah pembelajaran berbasis masalah kontekstual.
Kata kunci: pembelajaran matematika, metakognisi, pendidikan dasar
ABSTRACT
This study aims to develop contextual problem based learning instruments to improve elementary school students metacognition. The process consists of define, design, and develop. The research instruments include lesson plan, worksheet, test, and questionnaire of metacognitive ability in the topic of Least Common Multiple (LCM) and Greatest Common Divisor. The data collection was conducted through expert validation, observation, questionnaire, and test. The subjects of the study were the fifth grade students of SDN Kalitengah I Tanggulangin, Sidoarjo. The findings show good quality of the developed learning instruments. More specifically, the implementation of the teaching and learning process, student activity, students metacognition learning outcome, students metacognition response, and metacognition abilit are in good category. The students metacognition show better in awareness of planning, monitoring, and evaluating problem solving process during and after contextual based learning.
Keywords: mathematics learning, metacognition, primary education.
Downloads
References
Anggo, M. (2011b). Pemecahan Masalah Matematika Kontekstual untuk Meningkatkan Kemampuan Metakognisi Siswa. Edumatica: Jurnal Pendidikan Matematika. 1(2), 35–42.
Barbacena, L. B., & Sy, N. R. (2015). Metacognitive Model in Mathematical Problem Solving. BU Faculty e-Journal, 12(1), 16-22.
BNSP. (2016). Lampiran Peraturan Menteri Pendidikan dan Kebudayaan Nomor 20 Tahun 2016 Tentang Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah. Jakarta: Depdiknas.
Desmita. (2009). Psikologi Perkembangan Peserta Didik. Bandung: PT Remaja Rosdakarya.
Fariana, M. (2017). Implementasi Model Problem Based Learning Untuk Meningkatkan Pemahaman Konsep dan Aktivitas Siswa. Journal Of Medives, 1(1), 25-33.
Hudojo, H. (1988). Mengajar belajar matematika. Jakarta: Depdikbud.
Hudojo, H. (2005). Pengembangan Kurikulum dan Pembelajaran Matematika. Malang: Universitas Negeri Malang.
Lai, E. R. (2011). Metacognition: A Literature Review. Pearson’s Research Reports on April.
Memnun, D. S., & Akkaya, R. (2009). The levels of metacognitive awareness of primary teacher trainees. Procedia-Social and Behavioral Sciences, 1(1), 1919-1923.
Millis, B. J. (2016). Using Metacognition to Promote Learning. IDEA Paper. 63, December, 1-9.
NCTM. (2010). Why is Teaching with Problem Solving Important to Student Learning?. National Council of Teachers of Mathematics, 13(12), 1–6.
Nieveen, N., Gustafson, K., Branch, R. M., & van den Akker, J. 1999. Design approaches and tools in education and training. Dordrecht: ICO Cluwer academic publisher.
Nugrahaningsih, T. K. (2013). Pengembangan Materi Pembelajaran Matematika SD Berbasis Metakognisi Yang Bermuatan Karakter. Konferensi Nasional Pendidikan Matematika V. Malang: Universitas Negeri Malang.
Ozturk, N. (2017). Assessing Metacognition: Theory and Practices. International Journal of Assessment Tools in Education (IJATE), 4(2), 134-148.
Rusman. (2014). Penerapan Pembelajaran Berbasis Masalah. Edutech, 1(2), 211-230.
Sanjaya, Wina. (2013). Strategi Pembelajaran: Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Prenadamedia Group.
Schoenfeld, A. H. (2016). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education, 196(2), 1-38.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.
Schraw, G., (1998). Promoting general Metacognitive Awareness a Framework for Understanding Metacognition. Instructional Science, 26, 113–125.
Thiagarajan, S. (1974). Instructional Development for Training Teachers of Exceptional Children. A Sourcebook. Indiana: University Bloomington.
Waters, H. S. (2010). Metacognition, Strategy Use, & Instruction. New York: The Guilford Press.
Widjaja, W., (2013). The use of contextual problems to support mathematical learning. Mathematical Society Journal on Mathematic, 4(2), 151–159.
Yanti, A.W. (2011). Learning Mathematics To Grow Metacognitive Ability In Understanding And Mathematic Problems Solving On Limit. Proceedings International Seminar and the Fourth National Conference on Mathematics Education. Department of Mathematics Education, Yogyakarta State University.
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright for all articles belongs to the authors. All other copyright is held by the journal.
