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Mathematical Problem Solving Skills Reviewed from Students’ Metacognition Performance in Online-Based PME Learning Model

Unnes Journal of Mathematics Education · Vol. 11 No. 1 (2022) · hlm. 48–57

DOI
10.15294/ujme.v11i1.54664
ISSN
2460-5840, 2252-6927
Terbit
2022-03-31
Penerbit
Department of Mathematics, Universitas Negeri Semarang
Bahasa
eng

Abstrak

This research was carried out with the aim of knowing: (1) whether students' mathematical problem solving abilities in the online-based PME learning model achieved classical learning completeness; (2) is the average mathematical problem solving ability in the online-based PME learning model better than the online-based expository learning model; (3) is there any effect of metacognition performance on students' mathematical problem solving abilities in online-based PME learning models; (4) how is the description of mathematical problem solving abilities in terms of the metacognitive performance of Vocational High Schools Perdana Semarang students on the online-based PME learning model. This research uses the mix method. This research is a Quasi Experimental Design with Pre-Test-Post-Test Control Group Design. The population of this research is all students of class XI Vocational High Schools Perdana Semarang. The results of this study indicate that: (1) students' mathematical problem solving abilities in the online based PME learning model can achieve classical learning completeness; (2) the average mathematical problem solving ability of students in the online-based PME learning model is better than the online-based expository learning model; (3) there is a positive influence on the level of metacognition performance on students' mathematical problem solving abilities in the online PME learning model; (4) students with high metacognition performance have better mathematical problem solving abilities than students with moderate and low metacognition performance levels, then students with moderate metacognition performance have better mathematical problem solving abilities than students with low metacognition performance levels.

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34 penulis · 86 tautan kepenulisan bersama · 3 lintas organisasi

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  • State University of Semarang
  • Universitas Tidar
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Rekan penulisOrganisasiArtikel bersama
Wardono WardonoState University of Semarang3
Stevanus Budi WaluyaState University of Semarang2
St. Budi WaluyaAfiliasi tidak diketahui2
Iwan JunaediState University of Semarang1
Lathifatun Ni’mahAfiliasi tidak diketahui1
Walid WalidState University of Semarang1
Ayu AristikaState University of Semarang1
Megita Dwi PamungkasUniversitas Tidar1
Isnarto IsnartoState University of Semarang1
Emi PujiastutiState University of Semarang1
Sumliyah SumliyahState University of Semarang1
Nyree AniAfiliasi tidak diketahui1
Arief AgoestantoState University of Semarang1
Annisa Salma ZakiyyahState University of Semarang1
Nuriana Rachmani DewiState University of Semarang1
Eka AnjarwatiState University of Semarang1
Muhammad KharisState University of Semarang1
Aditya PranawestuAfiliasi tidak diketahui1
Bambang Eko SusiloState University of Semarang1
Halida Eka NurmutiaState University of Semarang1
Istika RamadhaniState University of Semarang1
Kartono KartonoState University of Semarang1
Prihatina HikmasariState University of Semarang1
Mulyono MulyonoState University of Semarang1
Desi Dwi DamaryantiState University of Semarang1
Endang Retno WinartiState University of Semarang1
Rista Tri RahayuningsihState University of Semarang1
Edy SoedjokoState University of Semarang1
Alivia Nur AsnaState University of Semarang1
Chrisvonela Neri KurniatiState University of Semarang1
Fedriana Misa’adahState University of Semarang1
Anifa Mirza LiadianiState University of Semarang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ujme/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc)
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	<dc:title xml:lang="en-US">Mathematical Problem Solving Skills Reviewed from Students’ Metacognition Performance in Online-Based PME Learning Model</dc:title>
	<dc:creator>Azzahra, Tsania Rahma</dc:creator>
	<dc:creator>Mariani, Scolastika</dc:creator>
	<dc:description xml:lang="en-US">This research was carried out with the aim of knowing: (1) whether students' mathematical problem solving abilities in the online-based PME learning model achieved classical learning completeness; (2) is the average mathematical problem solving ability in the online-based PME learning model better than the online-based expository learning model; (3) is there any effect of metacognition performance on students' mathematical problem solving abilities in online-based PME learning models; (4) how is the description of mathematical problem solving abilities in terms of the metacognitive performance of Vocational High Schools Perdana Semarang students on the online-based PME learning model. This research uses the mix method. This research is a Quasi Experimental Design with Pre-Test-Post-Test Control Group Design. The population of this research is all students of class XI Vocational High Schools Perdana Semarang. The results of this study indicate that: (1) students' mathematical problem solving abilities in the online based PME learning model can achieve classical learning completeness; (2) the average mathematical problem solving ability of students in the online-based PME learning model is better than the online-based expository learning model; (3) there is a positive influence on the level of metacognition performance on students' mathematical problem solving abilities in the online PME learning model; (4) students with high metacognition performance have better mathematical problem solving abilities than students with moderate and low metacognition performance levels, then students with moderate metacognition performance have better mathematical problem solving abilities than students with low metacognition performance levels.</dc:description>
	<dc:publisher xml:lang="en-US">Department of Mathematics, Universitas Negeri Semarang</dc:publisher>
	<dc:date>2022-03-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/sju/ujme/article/view/54664</dc:identifier>
	<dc:identifier>10.15294/ujme.v11i1.54664</dc:identifier>
	<dc:source xml:lang="en-US">Unnes Journal of Mathematics Education; Vol 11 No 1 (2022): Unnes Journal of Mathematics Education; 48-57</dc:source>
	<dc:source>2460-5840</dc:source>
	<dc:source>2252-6927</dc:source>
	<dc:source>10.15294/ujme.v11i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ujme/article/view/54664/21394</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2022 Unnes Journal of Mathematics Education</dc:rights>
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