Analysis of Students’ Metacognition-Based Mathematical Reasoning Abilities in Guided Discovery Learning
Fernanda Yossi Ben Siallagan, Bornok Sinaga, Waminton Rajagukguk
Fernanda Yossi Ben Siallagan
Available Online 25 November 2020.
- https://doi.org/10.2991/assehr.k.201124.097How to use a DOI?
- reasoning, metacognition, guided discovery
- This study aims to analyze: the level of students’ metacognition-based mathematical reasoning skills in guided discovery learning, a description of the answer process for students’ metacognition-based mathematical reasoning abilities in guided discovery learning, the difficulties of students’ metacognition-based mathematical reasoning processes in guided discovery learning. This research is a descriptive qualitative research. The results of the study are as follows: there are 5 students who have a high category of mathematical reasoning ability with a reflective use level of metacognition of 2 students and 3 students of metacognition at the strategic use level; There are 13 students who have a moderate level of mathematical reasoning ability with strategic use level metacognition totaling 11 students and metacognition level aware use totaling 2 students; There are 10 students who have a low category of mathematical reasoning skills with a level of aware use metacognition totaling 7 students and 3 students at the tacit use level. The student answer process is observed based on mathematical reasoning abilities, it is concluded that: students with high-level mathematical reasoning skills with reflective use and strategic use level metacognition with answer processes that meet the reasoning stages, students with moderate level mathematical reasoning skills with metacognition at the strategic use level that process Students’ answers fulfill the reasoning stage, while students with metacognition with the aware use level, some students do not reach the reasoning stage, students with low-level mathematical reasoning skills with metacognition levels of aware use and tacit use with answer processes that do not meet the reasoning stage. Students who experience difficulties experienced by students at moderate and low levels include the difficulty of facts, concepts, principles, and procedures.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Fernanda Yossi Ben Siallagan AU - Bornok Sinaga AU - Waminton Rajagukguk PY - 2020 DA - 2020/11/25 TI - Analysis of Students’ Metacognition-Based Mathematical Reasoning Abilities in Guided Discovery Learning BT - The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020) PB - Atlantis Press SP - 475 EP - 480 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.201124.097 DO - https://doi.org/10.2991/assehr.k.201124.097 ID - Siallagan2020 ER -