PERAN KESADARAN METAKOGNITIF, BERPIKIR LOGIS, DAN KEMANDIRIAN BELAJAR DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI DI GOWA
https://doi.org/10.30605/pedagogy.v10i2.5756
Keywords:
Kesadaran Metakognitif, Kemampuan Berpikir Logis, Kemandirian Belajar, Hasil BelajarAbstract
Tujuan dari penelitian ini adalah untuk mengkaji pengaruh langsung dan tidak langsung dari kesadaran metakognitif, kemampuan berpikir logis, dan kemandirian belajar terhadap hasil belajar matematika siswa kelas VIII SMP Negeri di Kecamatan Pallangga, Kabupaten Gowa. Penelitian ini menggunakan desain penelitian ex-post facto dengan pendekatan kausal. Sampel penelitian terdiri atas 194 siswa yang dipilih melalui teknik cluster random sampling. Instrumen yang digunakan meliputi angket kesadaran metakognitif, tes kemampuan berpikir logis, angket kemandirian belajar, dan tes hasil belajar matematika. Data dianalisis dengan statistik deskriptif dan analisis statistik inferensial menggunakan analisis jalur (path analysis). Hasil penelitian menunjukkan bahwa: (1) Sebagian besar siswa memiliki tingkat kesadaran metakognitif dan kemampuan berpikir logis pada kategori sedang, tingkat kemandirian belajar pada kategori tinggi, serta hasil belajar matematika pada kategori sedang. (2) Kesadaran metakognitif berpengaruh positif langsung terhadap hasil belajar matematika siswa dengan koefisien sebesar 0,245. (3) Kemampuan berpikir logis berpengaruh positif langsung terhadap hasil belajar matematika siswa dengan koefisien sebesar 0,167. (4) Kemandirian belajar berpengaruh positif langsung terhadap hasil belajar matematika siswa dengan koefisien sebesar 0,436. (5) Kesadaran metakognitif berpengaruh tidak langsung terhadap hasil belajar matematika melalui kemandirian belajar dengan koefisien sebesar 0,476. (6) Kemampuan berpikir logis berpengaruh tidak langsung terhadap hasil belajar matematika melalui kemandirian belajar dengan koefisien sebesar 0,221.
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Yayuk. (2021). The Influences of Metacognitive Awareness and Cognitive Style Towards Students Mathematics Achievement at SMP Negeri 1 Lamasi.
Almarashdi, H. S., & Jarrah, A. M. (2023). Assessing Tenth-Grade Students’ Mathematical Literacy Skills in Solving PISA Problems. Social Sciences, 12(1). https://doi.org/10.3390/socsci12010033
An, Y.-J., & Cao, L. (2014). Examining the Effects of Metacognitive Scaffolding on Students’ Design Problem Solving and Metacognitive Skills in an Online Environment. In MERLOT Journal of Online Learning and Teaching (Vol. 10, Issue 4).
Bui, T. H., & Johnson, N. F. (n.d.). Self-regulation and metacognition in a flipped classroom: EFL students’ perspectives at a Vietnamese university. In Issues in Educational Research (Vol. 34, Issue 1).
Deibl, I., Zumbach, J., & Fleischer, T. (2023). Visualization and metacognitive scaffolding in learning from animations. Social Sciences and Humanities Open, 8(1). https://doi.org/10.1016/j.ssaho.2023.100601
Imran, N. S., Bahar, E. E., Dassa, A., & Arafah, M. (2024). Efektivtas Pembelajaran Matematika melalui Pendekatan Metakognitif. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 4(1), 511–513. https://doi.org/10.51574/kognitif.v4i1.1570
Inaya Masrura, S. (2018). Kontribusi Kesadaran Metakognisi dan Motivasi Belajar Matematika Terhadap Prestasi Akademik Mahasiswa FMIPA Universitas Sulawesi Barat. In JANUARI (Vol. 4, Issue 1).
Inganah, S., Darmayanti, R., & Rizki, N. (2023). Problems, Solutions, and Expectations: 6C Integration of 21 st Century Education into Learning Mathematics. JEMS (Journal of Mathematics and Science Education), 11(1), 220–238. https://doi.org/10.25273/jems.v11i1.14646
Kamelia, S., & Pujiastuti, H. (2020). Penerapan Strategi Pembelajaran Metakognitif-Scaffolding untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Self Regulated Learning Siswa. In Journal for Research in Mathematics Learning) p (Vol. 3, Issue 4).
Kusmaryono, I., & Kusumaningsih, W. (2023). Evaluating the Results of PISA Assessment: Are There Gaps Between the Teaching of Mathematical Literacy at Schools and in PISA Assessment? European Journal of Educational Research, 12(3), 1479–1493. https://doi.org/10.12973/eu-jer.12.3.1479
Maslihah, S., Waluya, S. B., Rochmad, Kartono, Karomah, N., & Iqbal, K. (2021). Increasing mathematical literacy ability and learning independence through problem-based learning model with realistic mathematic education approach. Journal of Physics: Conference Series, 1918(4). https://doi.org/10.1088/1742-6596/1918/4/042123
Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
Nasir, N., Upu, H., & Asdar, A. (2022). The Development of High Order Thinking Mathematical Literacy (LIMITT) Learning Model.
Nasution, N. S., Halomoan Siregar, B., Matematika, P., Matematika, /, Matematika, F., Alam, I. P., & Medan, U. N. (2024). PENINGKATAN KEMAMPUAN BERPIKIR KREATIF SISWA MENGGUNAKAN MODEL PROBLEM BASED LEARNING DITINJAU DARI TINGKAT ADVERSITY QUOTIENT (AQ).
Negeri Pitumpanua. (2015). THE INFLUENCE OF LOGICAL THINKING ABILITY, AND LEARNING PREPARATION ON MATHEMATICS LEARNING OUTCOMES THROUGH STUDENTS’ PARTICIPATION IN LEARNING (Vol. 3, Issue 2).
OECD. (2023). PISA 2022 Results (Volume I) : The State of Learning and Equity in Education. OECD. https://doi.org/10.1787/53f23881-en
Pepin, B., & Kock, Z. jan. (2021). Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics. International Journal of Research in Undergraduate Mathematics Education, 7(2), 306–327. https://doi.org/10.1007/s40753-021-00136-x
Puspita Ayu, A. M., & Sailan Tambunan, Z. (2016). The Effect Of Metacognitive Scaffolding Strategy Embedded In Cooperative Learning Model On Students’ Writing Achievement At Grade XI Of SMAN 4 Kendari. Journal of Language Education and Educational Technology, 1(2).
Riyanti, Y., Wahyudi, W., & Suhartono, S. (2021). Pengaruh Kemandirian Belajar Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar. EDUKATIF : JURNAL ILMU PENDIDIKAN, 3(4), 1309–1317. https://doi.org/10.31004/edukatif.v3i4.554
Sachdeva, S., & Eggen, P.-O. (2021). Learners’ Critical Thinking About Learning Mathematics. International Electronic Journal of Mathematics Education, 16(3), em0644. https://doi.org/10.29333/iejme/11003
Sukmawati Ali, dan. (2022). Profil Kemampuan Pemecahan Masalah Soal HOTS Matematika Siswa SMP ditinjau dari Kemampuan Awal. In Issues in Mathematics Education (hal (Vol. 6, Issue 1). http://www.ojs.unm.ac.id/imed
Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307–315. https://doi.org/10.1016/j.kjss.2016.06.001
Yayuk. (2021). The Influences of Metacognitive Awareness and Cognitive Style Towards Students Mathematics Achievement at SMP Negeri 1 Lamasi.
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Published
2025-06-01
How to Cite
Nasir, N., & Wazithah, M. A. . (2025). PERAN KESADARAN METAKOGNITIF, BERPIKIR LOGIS, DAN KEMANDIRIAN BELAJAR DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMP NEGERI DI GOWA. Pedagogy: Jurnal Pendidikan Matematika, 10(2), 182–200. https://doi.org/10.30605/pedagogy.v10i2.5756
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