S. Saiful, H. Hobri, Mohammad Tohir
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引用次数: 6

摘要

本研究旨在从反思性认知风格和冲动性认知风格两方面,分析基于学习共同体课程研究(LSLC)的学生在数学问题解决学习中的元认知。本研究采用描述定性的研究方法。数据收集是通过观察、测试、访谈、大声思考和记录来完成的。该测试是在MTs mittahul Hidayah七年级的公开课上对30名学生进行的。根据测试结果,将学生分为反思性认知和冲动性认知两类。从每组中选出三名学生接受采访,并通过出声思考技术进行深入研究。数据分析的形式分为归纳理论和约简理论。本研究结果表明,18名学生(60%)具有反思性认知风格,12名学生(40%)具有冲动性认知风格。反思性认知风格的学生,使用时间相对较长,取得的成绩较好,能很好地做好元认知的各个方面。而冲动型认知型学生的得分较低,使用时间相对较快,元认知方面表现不佳。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ANALISIS METAKOGNISI SISWA BERBASIS LESSON STUDY FOR LEARNING COMMUNITY (LSLC) DITINJAU DARI GAYA KOGNITIF
This research aims to analyze students' metacognition in learning mathematical problem solving based on Lesson Study for Learning Community (LSLC) if reviewed from reflective and impulsive cognitive styles. The research method employed in this research is descriptive qualitative. The data collection is done by observation, tests, interviews, think aloud and documentation. The test is given to 30 students when an open class in class VII of MTs Miftahul Hidayah. Based on the test results, students are grouped into two in reviewed from reflective and impulsive cognitive styles. Three students were selected from each group to be interviewed and deepened through a think-aloud technique. The form of data analysis is classified into induction and reduction theory. The results of this research indicates that 18 students (60%) have reflective cognitive styles and 12 students (40%) have impulsive cognitive styles. Reflective cognitive style students, the scores obtained are better by using a relatively long time and can do aspects of metacognition well. While the scores obtained by impulsive cognitive style students are lower with the use of the time that is relatively faster and unable to perform aspects of metacognition well.
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