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ENHANCEMENT OF STUDENTS’ MATHEMATICAL COMMUNICATION UNDER METACOGNITIVE SCAFFOLDING APPROACH

Infinity Journal · Vol. 8 No. 2 (2019)

DOI
10.22460/infinity.v8i2.p117-128
ISSN
2460-9285, 2089-6867
Terbit
2019-09-30
Penerbit
IKIP Siliwangi Bandung
Lisensi
creativecommons.org/licenses/by-sa/4.0

Abstrak

This research aims to investigate the enhancement of students’ mathematical communication under metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in Bandung. In this study, there were two groups of subjects: experimental and control groups. The experimental group consists of 60 students under metacognitive scaffolding approach, while the control group consists of 58 students under direct approach. Based on the prior mathematical ability, the students were classified into three levels, namely high, midlle, and low. Data collection instrument used mathematical communication test. The conclusions of the research are: (1) there is a significant difference in enhancing mathematical communication ability between students who attended the course under metacognitive scaffolding approach and those under direct approach, and (2) there was no significant interaction effect between teaching approaches and ability levels based on prior knowledge in enhancing students’ mathematical communication.

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18 penulis · 38 tautan kepenulisan bersama · 16 lintas organisasi

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  • Indonesia University of Education
  • Universitas Muhammadiyah Kuningan
  • Tadulako University
  • Universitas Majalengka
  • IKIP Siliwangi
  • Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo
  • Sriwijaya University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Didi SuryadiIndonesia University of Education5
Wahyudin WahyudinTadulako University3
Uba UmbaraUniversitas Muhammadiyah Kuningan3
Dilham FardianIndonesia University of Education2
Al JupriIndonesia University of Education2
Mohamad Gilar JatisundaUniversitas Majalengka2
Wahyu HidayatIKIP Siliwangi1
Nadya Syifa UtamiAfiliasi tidak diketahui1
Rizky RosjanuardiIndonesia University of Education1
Edi IrawanUniversitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo1
Nanang PriatnaIndonesia University of Education1
HerizalAfiliasi tidak diketahui1
Dian CahyawatiSriwijaya University1
Dadan DasariIndonesia University of Education1
Lukman LukmanIndonesia University of Education1
Agus Saeful AnwarUniversitas Muhammadiyah Kuningan1
Ghany Taufik SidikIndonesia University of Education1

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Data ini berasal dari Crossref (yang disetorkan penerbit), karena endpoint OAI-PMH milik jurnal tidak dapat di-harvest.

Sumber metadata: Crossref API (cadangan, berdasarkan ISSN) https://api.crossref.org/journals/2460-9285/works, pertama di-harvest 28 Okt 2026, terakhir terlihat 8 Nov 2026.
Metadata sebagai oai_dc, dikonversi dari Crossref
<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/"><dc:title>ENHANCEMENT OF STUDENTS’ MATHEMATICAL COMMUNICATION UNDER METACOGNITIVE SCAFFOLDING APPROACH</dc:title><dc:creator>Prabawanto, Sufyani</dc:creator><dc:description>&lt;jats:p&gt;This research aims to investigate the enhancement of students’ mathematical communication under metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in Bandung. In this study, there were two groups of subjects: experimental and control groups. The experimental group consists of 60 students under metacognitive scaffolding approach, while the control group consists of 58 students under direct approach. Based on the prior mathematical ability, the students were classified into three levels, namely high, midlle, and low. Data collection instrument used mathematical communication test. The conclusions of the research are: (1) there is a significant difference in enhancing mathematical communication ability between students who attended the course under metacognitive scaffolding approach and those under direct approach, and (2) there was no significant interaction effect between teaching approaches and ability levels based on prior knowledge in enhancing students’ mathematical communication.&lt;/jats:p&gt;</dc:description><dc:publisher>IKIP Siliwangi Bandung</dc:publisher><dc:date>2019-09-30</dc:date><dc:type>info:eu-repo/semantics/article</dc:type><dc:format>application/pdf</dc:format><dc:identifier>https://doi.org/10.22460/infinity.v8i2.p117-128</dc:identifier><dc:identifier>10.22460/infinity.v8i2.p117-128</dc:identifier><dc:source>Infinity Journal; Vol 8 No 2 (2019); 117</dc:source><dc:source>2460-9285</dc:source><dc:source>2089-6867</dc:source><dc:relation>http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/viewFile/1296/800</dc:relation><dc:rights>http://creativecommons.org/licenses/by-sa/4.0</dc:rights></oai_dc:dc>