Approach to Learning Mathematics with Metacognitive Guidance

DOI

10.2991/icamr-18.2019.78How to use a DOI?

Keywords

Metacognitive guidance, self-questioning, mathematical problem

Abstract

The process of student's metacognition is a thought consciousness within the students so that it can perform special tasks, and then use that awareness to control what students will do. Metacognitive guidance based on the self-questioning who constructed own students through exercises on a regular basis. The purpose of this study is to describe the metacognitive guidance grade VIII SMP Negeri 12 Kendari. The results of this research show that students who use a metacognitive guidance approach better than the students who use the conventional approach, the existence of the metacognitive guidance approach makes the students interpret a problem so that it is capable of describing a mathematical problem with their own language. Therefore, it is able to solve math problems. In addition, this study uses a metacognitive guidance approach focused on four basic questions that must be mastered students, i.e., comprehending the problem, constructing connections, use of strategies, and the reflecting.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Mr. Salim
AU  - Ms. Arvyaty
AU  - Era Maryanti
PY  - 2019/04
DA  - 2019/04
TI  - Approach to Learning Mathematics with Metacognitive Guidance
BT  - Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018)
PB  - Atlantis Press
SP  - 317
EP  - 319
SN  - 2352-5398
UR  - https://doi.org/10.2991/icamr-18.2019.78
DO  - 10.2991/icamr-18.2019.78
ID  - Salim2019/04
ER  -