IMPROVING STUDENT'S MATHEMATIC REFLECTIVE THINKING ABILITY THROUGH THE IMPROVE LEARNING MODEL

Sri Apriatni, H. Nindiasari, Khaeroni Khaeroni
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Abstract

Several studies show that the learning process with a metacognitive approach helps students develop their reflective thinking skills. One of the IMPROVE syntaxes is asking metacognitive questions. This study aims to describe the influence of the IMPROVE learning model on students' mathematical reflective thinking abilities. For this reason, this study uses a quantitative approach with descriptive analysis techniques after comparing two groups of data according to the non-equivalent control group design. The study involved several students of class X IPA at MAN 2 Serang City as a population consisting of two study groups as samples. The data collection technique uses the Mathematical Reflective Thinking Ability Test (KBRM) instrument which contains six indicators. The application of the IMPROVE learning model, based on the results of the study, was proven to have a positive and significant influence on increasing students' mathematical reflective thinking skills. Also, the mathematical reflective thinking ability of students who apply the IMPROVE learning model is in the fairly good category, while the mathematical reflective thinking ability of students who apply ordinary learning is in the poor category. The achievement of each indicator of students' mathematical reflective thinking skills who apply IMPROVE learning is in the good category on 2 question indicators, fairly good category on 2 question indicators and not a good category on 2 question indicators out of a total of 6 indicators of mathematical reflective thinking ability questions
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通过改进学习模式提高学生的数学反思性思维能力
多项研究表明,采用元认知方法的学习过程有助于培养学生的反思性思维能力。其中一种改进语法是问元认知问题。本研究旨在描述改进学习模式对学生数学反思性思维能力的影响。因此,本研究根据非等效对照组设计,对两组数据进行比较后,采用定量方法和描述性分析技术。本研究以雪朗市曼2中学X班的几名学生为研究对象,以两个研究组为样本。数据收集技术采用数学反思性思维能力测试(KBRM)工具,该工具包含六个指标。根据研究结果,改进学习模式的应用对提高学生的数学反思性思维能力有积极而显著的影响。采用改进学习模式的学生的数学反思性思维能力处于较好的范畴,而采用普通学习模式的学生的数学反思性思维能力处于较差的范畴。在数学反思性思维能力题的6个指标中,应用改进学习的学生的数学反思性思维能力各指标的成绩在2个指标上处于良好类别,在2个指标上处于较好类别,在2个指标上处于较差类别
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16
审稿时长
4 weeks
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