Development of Teaching Materials Based on a Metacognition Approach to Improve the Understanding Ability of Mathematical Concepts of Students of Budi Mulia Medan

Mahdalena Elma Sari¹, M. Amin Fauzi¹ and Faiz Ahyaningsih^1,

¹Postgraduate Program in Mathematics Education, Medan State University, Indonesia

Cite this paper:
Mahdalena Elma Sari, M. Amin Fauzi and Faiz Ahyaningsih. Development of Teaching Materials Based on a Metacognition Approach to Improve the Understanding Ability of Mathematical Concepts of Students of Budi Mulia Medan. American Journal of Educational Research. 2019; 7(1):24-32. doi: 10.12691/education-7-1-5

Abstract

This study aims to: 1) Develop teaching materials based on a valid metacognition approach to improve students' understanding of mathematical concepts; 2) Developing teaching materials based on a practical metacognition approach to improve the ability to understand students' mathematical concepts; 3) Develop teaching materials based on an effective metacognition approach; 4) To analyze the increased ability to understand students' mathematical concepts by using teaching materials based on metacognition approaches. This research is a development research using a 4-D development model, the teaching materials developed from this study are: Learning Implementation Plans, Teacher Books, Student Books, Student Worksheets, And Tests Ability To Understand Mathematical Concepts. From the results of trial I and trial II, it was obtained: 1) Teaching materials based on the metacognition approach developed have met valid criteria from several criteria; 2) Teaching materials based on the metacognition approach developed have met Practical criteria from several criteria; 3) Teaching materials based on the metacognition approach developed have met the effective criteria of several criteria; 4) there is an increase in the ability to understand students' mathematical concepts by using instructional materials based on the metacognition approach developed, in the trial I obtained an average score of pretest 54.66% and posttest score 73.86%, and in the second trial with an average pretest score of 57.87% and posttest score of 78.4%.

Keywords:
teaching material development metacognition approach 4-D model ability to understand mathematical concepts

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Hadijah, S., Hasratudin., dan Napitupulu, E. (2016). Effect of Jigsaw Cooperative Learning on Students' Understanding Ability and Mathematical Communication Skills. JURNAL TABULARASA PPS UNIMED. Vol.13 No.3, Desember 2016: 285-299
[2]	Walle, V.D. 2008. Development of Volume Sixth Elementary and Secondary School Mathematics Teaching 1. Jakarta: Erlangga.
[3]	Gagne, Dimyati & Mujiono (2006:10), Learning and Learning, Jakarta : Rineka Cipta.
[4]	Hasibuan, A. Z. O, Surya. E Syahputra. E (2017) The Application Of CTL To Improve Student's Understanding Concept Ability By Matflash Graphic Media Assistance Ijariie Vol-3 Isuue-2 2017. Issn(O) 2395-4396.
[5]	Kesumawati, N. 2008. Understanding Mathematical Concepts in Mathematics Learning. National Mathematics and Mathematics Education.
[6]	Sulistyaningsih, D. & Mawarsari, V.D. 2015. Effectiveness of Construscivism-Based Team Assisted Individualization Cooperative Learning Models to Improve Creative Thinking Ability. JKPM, Volume 2 No 1, April 2015.
[7]	Ahmadi, I.K, dkk. (2011). Integrated School Learning Strategy. Jakarta:Prestasi Pusaka
[8]	Kusumam, A, dkk. 2016. Development of Basic Subject Teaching Materials and Electrical Measurements for Vocational High Schools. Journal of Technology Education and Kejuruan, Vol 23, No 1. Hal. 28-29.
[9]	Fannie, R.D dan Rohati. 2014. Development of POE (Predict, Observe, Explain) Student Worksheets in the Linear Program Class XII High School Materials. Sainmatika journal.Vol 8 No 1: 96-109
[10]	Ramdani, Y. (2012). Development of Instrument and Teaching Materials to Improve Understanding of Concepts, Reasoning and Mathematical Connections in Integral Concepts.FMIPA Unisba. Educational Research Journal. Vol 13. No. 1:44-52.
[11]	Lasmiyati & Idris, H. (2014). Development of Learning Modules to Improve Understanding of Concepts and Interest in Middle School. Journal of Mathematics Education Volume 9 - Number 2, December 2014, (161-174).
[12]	Handayani, L.S., dkk. (2014). Effect of Think Aloud Pair Problem Solving Method (TAPPS) on the ability to understand High School Students' Mathematical concepts. Journal of Mathematics Education.
[13]	Widianingsih, A. & Wulan, R.A. 2015. The Effect of Metacognition Strategies Toward Mastery of Concepts and Scientific Attitude of Students Class XI in Learning Mathematics. Seminar Nasional XII Pendidikan Matematika FKIP UNS 2015
[14]	Rukminingrum, D.V., Hanurawan, F., & Mudiono, A. (2017). Learning Metacognitive Learning of Class V Elementary School Students. Journal of Education: Theory, Research and Development Vol 2 No 2 EISSN: 2502-471X : 280-284.
[15]	Yamin, M .2013. Strategies and Methods in the Learning Innovation Model. Jakarta: Gaung Persada Press group.
[16]	Mawaddah, NE., Kartono., & Suyitno, H. 2015. Learning Model of Discovery Learning with Metacognitive Approach to Increase Metacognition and Mathematical Creative Thinking Ability.Unnes Journal of Mathematics Education Research. ISSN 2252-6: 1-11.
[17]	Widianingsih, A. & Wulan, R.A. 2015. The Effect of Metacognition Strategies Toward Mastery of Concepts and Scientific Attitude of Students Class XI in Learning Mathematics. Seminar Nasional XII Pendidikan Matematika FKIP UNS 2015
[18]	Sugiyono. 2006. Qualitative and Quantitative Research Methods R&D. Bandung: Alfabeta.
[19]	Arikunto, S. 2009. Research Procedure (A Practice Approach). Yogyakarta: PT. Rineka Cipta.
[20]	Nieveen. 2007. An Introduction to Educational Design Research. Enschede. Netzodruk.
[21]	Hake, R.R. 1999. Analizying Change/Gain Scores. Tersedia online di http://physics.indiana.edu.
[22]	Herman Hudojo. Curriculum Development and Mathematics Learning. (Malang: Universitas Negeri Malang, 2005). h.123
[23]	Wasriono, Syahputra, E & Surya, E. Development of Autograph Assisted Learning Devices to Improve Understanding of Students' Mathematical Concepts through Guided Discovery Models. Paradikma Journal,Vol. 8, Nomor 3, Desember 2015, hal 52-61.
[24]	Dwi Purnomo, 2013. Class VII Students' Mathematical Metacognition Action in Building Understanding of the Concept of Two-Dimensional Linear Persammation Systems. Malang: IKIP Budi Utomo Malang.
[25]	Effandi Zakaria, dkk, Mathematics Teaching and Learning Trends, Kuala Lumpur: Publication Envoy and SDN BHD Distributor, hlm. 86.
[26]	Abidin, Y. (2014). Learning System Design in the Context of 2013 Curriculum. Bandung:Refika aditama.
[27]	Unal, H. 2006. Preservice Secondary Mathematics Teacher's Comparative Analyses of Turkish and American High School Geometry Textbook. Kastamonu Education Journal. 14/2: 509-516.
[28]	Herman Hudojo. Curriculum Development and Mathematics Learning. (Malang: Universitas Negeri Malang, 2005). h.123
[29]	Afiani Nur. 2017. The Influence of Mathematical Communication Ability and Independence of Learning Against Mathematics Learning Achievement. Study Journal of Mathematics Education (JKPM). 2(1), 1-13
[30]	Hasibuan, A. Z. O, Surya. E Syahputra. E (2017) The Application Of CTL To Improve Student's Understanding Concept Ability By Matflash Graphic Media Assistance Ijariie Vol-3 Isuue-2 2017. Issn(O) 2395-4396.
[31]	Fauzi, M.A. 2013. Students' Mathematical Connections Ability with Metacognitive Learning Approaches in Junior High Schools. Educational Journal of Matemtaika Paradikma. Vol. 6. No I.
[32]	Trianto. 2009. Designing Innovative-Progressive Learning Models: Concepts, Platforms and Their Implementation in Education Unit Level Curriculum (KTSP). Jakarta: Kencana Prenada Media Group.