MATHEMATICS LEARNING BY USING METACOGNITIVE APPROACH TO IMPROVE MATHEMATICAL LOGICAL THINKING ABILITY AND POSITIVE ATTITUDE OF JUNIOR HIGH SCHOOL STUDENTS’

摘要

This study aims to: (1) Determine whether the Metacognitive Approach Learning Model (labelled as MAL-Model) is higher than the Conventional Learning Model (labelled as CL-Model) to the increase of the logical mathematical thinking ability, (2) Analyze the secondary graders’ reasoning of the qualitative, additive, pre-multiplicative, multiplicative implicit, and multiplicative level along with positive attitudes. The research was conducted in grade eight of secondary schools in Sumatera Utara. The schools, which were optioned proportionally randomly, are SMPN 35 and MTsN 2. The research accomplished by two way anova showed that students’ logical mathematical thinking ability taught by MAL-Model is higher than theirs taught by CL Model. Five levels of proportional reasoning accompanied the characteristics are described qualitatively. The description indicated that two students are in unpatterning count level; five students are in proportional algorithm with no conceptual basic; two students are in additive level, two students are in pre-multiplicative and implicit multiplicative level respectively, and multiplicative level has four students. The result of Metacognitive Approach Learning Model can be suggested as an alternative instruction to enhance students’ logical mathematical thinking ability and their positive attitude.