Approach to Learning Mathematics with Metacognitive Guidance
Mr. Salim, Ms. Arvyaty, Era Maryanti
Available Online April 2019.
- https://doi.org/10.2991/icamr-18.2019.78How to use a DOI?
- Metacognitive guidance, self-questioning, mathematical problem
- 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.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
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 - 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 - https://doi.org/10.2991/icamr-18.2019.78 ID - Salim2019/04 ER -