ANALISIS KEMAMPUAN MAHASISWA DALAM MEMECAHKAN MASALAH MELALUI AKTIVITAS METAKOGNISI MATEMATIS
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Aktivitas Metakognisi; Awareness; Evaluasi; Regulasi
Abstract
Artikel ini merupakan hasil penelitian yang bertujuan mengetahui hubungan langsung antara kemampuan mahasiswa dalam memecahkan masalah dengan aktivitas metakognisi yang dilakukannya selama memecahkan masalah. Untuk melihat hubungan tersebut, telah dipilih subyek penelitian sebanyak 36 mahasiswa yang terdiri dari 19 mahasiswa dari kelompok A dan 17 mahasiswa B. Sebelum pembelajaran, subjek penelitian diberi pre-test yang bertujuan untuk mengetahui homogenitas kemampuan awal. Hasil analisis mengggunakan uji t-test menunjukkan kemampuan awal subyek penelitian homogen. Peneliti selanjutnya melakukan pembelajaran matematika berbasis metakognisi dengan mengamati munculnya aktivitas awareness, evaluation, dan regulation sebagai komponen metakognisi. Penelitian diakhiri dengan pemberian angket metakognisi dan post-test. Angket metakognisi berupa 35 pernyataan yang meliputi 14 pernyataan indikator awareness, 11 pernyataan indikator evaluation, dan 10 pernyataan indikator regulation. Analisis hasil post-test menunjukkan kemampuan yang meningkat pada mahasiswa dalam memecahkan masalah. Analisis jawaban angket menunjukkan pola yang berbeda pada subjek penelitian dalam melakukan proses metakognisi. Akhirnya, analisis terhadap hasil post-test dan angket metakognisi menggunakan korelasi product moment dari Pearson menunjukkan adanya hubungan positif dan signifikan antara kemampuan mahasiswa dalam memecahkan masalah dengan aktivitas metakognisi dalam pembelajaran matematika. Hubungan tersebut ditunjukkan oleh koefisien r = 0,421 dengan persamaan regresi y = 60,83 + 0,292x. Hal ini menunjukkan bahwa semakin kompleks indikator aktivitas metakognisi dalam pembelajaran matematika akan mengakibatkan semakin baik pula kemampuan mahasiswa dalam memecahkan masalah.
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