ANALISIS METAKOGNISI SISWA KELAS X SMA DALAM PEMECAHAN MASALAH SISTEM PERSAMAAN LINEAR TIGA VARIABEL
Abstract
Abstrak:
Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan metakognisi siswa kelas X SMA dalam menyelesaikan masalah sistem persamaan linear tiga variabel (SPLTV). Subjek penelitian adalah siswa kelas X MAN 1 Medan yang berjumlah tiga siswa dimana masing-masing mewakili siswa dengan kemampuan pemecahan masalah tinggi, sedang, dan rendah. Pengumpulan data dilakukan melalui observasi dan wawancara. Analisis data menggunakan model Miles dan Huberman yang terdiri dari tiga tahap yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Validitas data diperiksa dengan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan pemecahan masalah tinggi menggunakan metakognisi sadar yaitu perencanaan, pemantauan dan evaluasi dalam memecahkan masalah matematika; siswa dengan kemampuan pemecahan masalah sedang menggunakan metakognisi secara sadar, hanya menggunakan perencanaan dan pemantauan dan tidak mengevaluasi saat menyelesaikan masalah matematika; Selanjutnya siswa yang memiliki kemampuan pemecahan masalah rendah secara sadar menggunakan metakognisinya hanya menggunakan perencanaan, belum mampu memonitor dan mengevaluasi pada saat menyelesaikan masalah matematika.
Kata Kunci:
Metakognisi, Pemecahan Masalah Matematika
Abstract:
This research is a qualitative which aims to describe the metacognition of senior high school students grade X in solving math problems about three-variable system of linear equation. The subjects were students of grade X MAN 1 Medan. They were three students, each representing students with high, medium, and low problem solving abilities. The data was collected through observation and interviews. Data analysis used the Miles and Huberman model which consisted of three stages, namely data reduction, data presentation, and conclusion drawing. Data validity was checked by triangulation of sources and triangulation of techniques. The results showed that students with high problem solving abilities used conscious metacognition, namely planning, monitoring and evaluation in solving mathematical problems; students with moderate problem solving abilities are using metacognition consciously, only using plannin and monitoring and not evaluating when solving math problems; Furthermore, students who have low problem solving abilities consciously use their metacogniques only using planning, have not been able to monitor and evaluate at the time of solving mathematical problems.
Keywords:
Metacognition, Mathematical Problem Solving
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DOI: http://dx.doi.org/10.30821/axiom.v10i1.9002
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