Integrasi Metacognitive Questions Pada Model Discovery Learning Terhadap Pemahaman Konsep Matematis

Wulan Sri Wahyuni; Sinta Verawati Dewi; Sri Tirto Madawistama

doi:10.31932/j-pimat.v8i2.6912

Integrasi Metacognitive Questions Pada Model Discovery Learning Terhadap Pemahaman Konsep Matematis

Wulan Sri Wahyuni, Sinta Verawati Dewi, Sri Tirto Madawistama

Abstract

Understanding mathematical concepts is a primary objective in mathematics education, yet many students still face difficulties in understanding mathematical concepts. This study aims to examine the effectiveness of integrating Metacognitive Questions (MQ) into the Discovery Learning model on students' mathematical concept understanding in social arithmetic. A quantitative quasi-experimental method with a non-equivalent control group design was employed. The sample consisted of 34 students in the experimental class and 34 students in the control class. The independent sample t-test on pretest scores indicated that both groups had equivalent initial abilities (p-value = 0.289 > 0.05). Essay test instruments were validated and tested for reliability. Data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, and the independent samples t-test on N-Gain scores. The findings revealed that the mean N-Gain of the experimental class (0.58; moderate category) was higher than that of the control class (0.43; moderate category), with a difference of 0.15 and a p-value (two-tailed) of 0.008 < 0.05. The experimental class achieved a mean posttest score of 8.35 out of a maximum score of 12 (high category). Thus, the integration of Metacognitive Questions into the Discovery Learning model resulted in a higher improvement in students' mathematical concept understanding compared to the scientific approach.

Keywords: Metacognitive Questions, Discovery Learning, understanding of mathematical concepts

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DOI: https://doi.org/10.31932/j-pimat.v8i2.6912