DOI of the published article https://doi.org/10.24042/ijsme.v8i1.26157
Metacognitive Approach based on Differences in SRL Skills toward Mathematical Reflective Thinking for Primary Students
Pendekatan Metakognitif berdasarkan Perbedaan Keterampilan Self-Regulated Learning terhadap Pemikiran Reflektif Matematika pada Siswa Sekolah Dasar
DOI:
https://doi.org/10.21070/ups.8686Keywords:
Metacognitive Approach, Reflective Thinking, Self-Regulated LearningAbstract
Mathematical reflective thinking, a cornerstone of deep comprehension and effective problem-solving, frequently presents student challenges. This research explores the efficacy of a metacognitive strategy, examining its influence on primary school students' mathematical reflective thinking, particularly considering variations in Self-Regulated Learning (SRL) abilities. This research employed the quantitative methodology with a quasi-experimental design, incorporating pre-test and post-tests with non-randomized groups. Fifty fifth-grade students participated, and data was gathered through assessments and questionnaires. Statistical analysis, including univariate tests and independent samples t-tests, was conducted. Future research should explore reflective thinking with diverse learning interventions while still considering SRL differences and focusing on strengthening SRL generalization activities. This study implied that a metacognitive approach is a valuable pedagogical tool for educators and researchers aiming to foster mathematical reflective thinking while acknowledging and addressing individual cognitive variations, especially those related to SRL.
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