rd
THE 3 ANNUAL INTERNATIONAL SEMINAR ON TRANSFORMATIVE EDUCATION
AISTEEL
AND
EDUCATIONAL LEADERSHIP
Supported and Coordinated by:
Postgraduate School
State University of Medan
North Sumatera, Indonesia
Organized by:
Indexing By :
PROCEEDINGS
Emerald Garden Hotel, Medan - Indonesia
03-04 October 2018
Vol. 3, December 2018
Vol. 3, December 2018
2018
i
Proceedings of The 3
rdAnnual International Seminar on
Transformative
Education
and
Educational
Leadership
(AISTEEL 2018)
“
Education, Learning, and Leadership Innovation
”
Emerald Garden Hotel, Medan City, North Sumatera, Indonesia
October 3-4, 2018
Editorial Board
Editorial-in-Chief
Dr. Juniastel Rajagukguk, M.Si (State University of Medan, Unimed)
Deputy Editor
Dr. Saronom Silaban, M.Pd (State University of Medan, Unimed)
International Advisory Board / Scientific Committee
Prof. Dr. Kala Saravanamuthu (University of Newcastle, Australia)
Prof. Arjen EJ Wals (University of Gothenburg, Sweden)
Prof. Dr. Bornok Sinaga, M.Pd (Unimed, Indonesia)
Prof. Dr. Aytekin Isman (Sakarya University, Turkey)
Prof. Peter Charles Taylor, Ph.D., Med., B.Sc., Dip.Ed (Murdoch University, Australia)
Prof. Dr. Mukhlas Samani, Ph.D (Indonesia)
Prof. Dr. Jailani bin Md. Yunos (University Tun Hussein on Malaysia)
Prof. Dr. Nurahimah Mohd. Yusuf (UTM, Malaysia)
Assoc. Prof. Dr Pedro Isaias (University of Queensland, Australia)
Assoc. Prof. Elisabeth Taylor, Ph.D (Murdoch University, Australia)
Dr. Bambang Sumintono, M.Ed (Universiti Malaya, Malaysia)
Dr. Isma Widyaty, M.Pd (UPI, Indonesia)
Prof. Dr. Syahrul R, M.Pd (UNP, Indonesia)
Prof. Amrin Saragih, MA., Ph.D (Unimed, Indonesia)
Assoc. Prof. Ade Gafar Abdullah, M.Si (Universitas Pendidikan Indonesia)
Eng. Asep Bayu Dani Nandiyanto (Universitas Pendidikan Indonesia)
Prof. Dr. Hartono, M.Pd (Universitas Negeri Semarang)
ii
Proceedings of the 3
rdAnnual International Seminar on Transformative Education
and Educational Leadership (AISTEEL 2018)
Preface
The 3
rdAnnual International Seminar on Transformative Education and Educational Leadership
(AISTEEL 2018) was held in Emerald Garden Hotel, Medan City-Indonesia on 3-4 October 2018.
This seminar is organized by Postgraduate School, Univesitas Negeri Medan and become a routine
agenda at Postgraduate program of Unimed now.
The AISTEEL is realized this year with various presenters, lecturers, researchers and students from
universities both in and out of Indonesia participating in, the seminar with
theme “Education,
Learning and Leadership Innovation.”
The plenary speakers coming from various provinces in Indonesia have been present topics covering
multi disciplines. They have contributed many inspiring inputs on current trending educational
research topics all over the world. The expectation is that all potential lecturers and students have
shared their research findings for improving their teaching process and quality, and leadership.
The third AISTEEL presents a keynote speaker and 4 distinguised invited speakers from Australia,
Singapore, Taiwan, and Malaysia. In addition, presenters come from various Government and Private
Universities, Institutions, Academy, and Schools. Some of them are those who have sat and will sit in
the oral defence examination.
There are 326 articles submitted to committee, some of which are presented orally in parallel sessions,
and others are presented through posters. The articles have been reviewed by double blind reviewer
and 198 of them were accepted for published by Atlantis Press indexed by International Indexation.
Meanwhile 83 papers were published in online International Proceedings indexed by Google Scholar.
The Committees of AISTEEL invest great efforts in reviewing the papers submitted to the
conference and organizing the sessions to enable the participants to gain maximum benefit.
Grateful thanks to all of members of The 3rd Annual International Seminar on Transformative
Education and Educational Leadership (AISTEEL 2018) for their outstanding contributions. Thanks
also given to Universitas Negeri Medan for published this volume.
The Editors
iii
Table of Contents
Titles and Authors
page
Design of Physical Practicum Tools on Rotational Dynamics Matter with
Scientific Concept
1
Fretty Doharni Ritonga; Nurdin Bukit; Betty M.Turnip...
Analysis of the Leading Sector and Its Effect on the Economy in Pakpak Bharat
Regency
6
Dinar Melani Hutajulu; M. Nasir; Arwansyah
...Analyze the Characteristic and Factors Cause of Bullying Behaviours in Early
Childhood
12
Fadhilah Syam Nasution; Anita Yus; Aman Simaremare...
Play Finger Painting in Creative Art Model to Help Smooth Motoric
Development and Creativity of Group a in Kindergarten at Aek Loba Pekan
Village
18
Lola Wita Harahap; Sri Milfayetty; Rosmala Dewi...
Maintenance of Gayonese Kinship Terms by Gayonese Minority Migrants in
Jabodetabek
22
Desi Purnama Sari; Siti Aisyah Ginting; Berlin Sibarani...
Effect of Functional Training and TRX Suspension Training on Body
Composition member Golden Fitness and Spa
26
Rafliansyah; Nurhayati Simatupang; Albadi Sinulingga...
Interpersonal Metaphor Used in the Boss Baby Movie
29
Khairuni Syafitri; Siti Aisyah Ginting; Anni Holila Pulungan...
Speech Act in Indonesia Lawyers Club: KPK vs Novanto
32
Theresia Fransiska Sidabutar; Zainuddin; Busmin Gurning...
The Effect of Instructional Strategy and Style Ofthinking Secuential on Students
Outcome MAN Medan
36
Siti Aisyah Hanim; Tiur asih siburian; Darwin...
The Effect of Cooperative Learning Models and Self Efficacy on Student
Mathematics Learning Outcomes
39
Sabdo Puji Rahayu; Mukhtar; Keysar Panjaitan...
Ideational Grammatical Metahpor in Reading Texts for Senior High School
English Textbooks
43
Diemam Ferzhawana; Siti Aisyah Ginting; Zainuddin...
Effect of Soft Modification on Student Learning Results PAB 13 Kwala Begumit
Private Vocational School
47
Iskandar Fahmi...
Differences in Metacognitive Ability of Students Through Learning Realistic
Mathematics Education and Problem Based Learning in Pangkalan Susu Senior
High School
51
Chairi Mutia Lubis; Waminton Rajagukguk; Kms.M.Amin Fauzi...
Development of Interactive Learning Media Projection of Working Drawing on
Students of Class X TKR in SMK Markus 2 Medan
56
Irwan Panggabean; R. Mursid; Samsidar Tanjung...
Metaphor of Modality in Donald Trump’s Speech in
United Nation General Assembly 2017
60
Nursyah Handaya; Siti Aisyah Ginting...
Traditional Sport Of Silek Tuo In Minangkabau Community (a study of Silek tuo
iv
Prima Nanda; Sabaruddin Yunis; Agung Sunarn...
Improved Student’s Generic Science Skills With The Application of Cooperative
Learning Models Based on Batak Culture
66
Rika Sari Indah Harahap; Derlina; Rahmatsyah; Sahyar; Bornok...
Management Development Athletes of Shorinji Kempo North Sumatra Region
71
Arti Kurniaty Bangun...
Efforts to Improve Learning Results Free Basketball Shot (Free Throw) Through
The Application of Teaching Style Inclusion
75
Bob Rahmat Manalu... ...
Development of Egosan Engineering Extension Models with Straight Sticking in
Pencak Silat
77
William Filipus; Amir Supriadi; Tarsyad Nugraha...
The Development of Interactive Learning Media of Athletic on Physical
Education in SMP Negeri 15 Medan
81
Akhmad Khaidir; Budi Valianto; Tarsyad Nugraha...
The Effect of Learning Model and Self-Reliance Learning toward Science
Learning Outcomes
84
Rohima; Mukhtar; Samsidar Tanjung...
The Effect of Learning Method and Kinesthetic Perception on The Learning
Outcomes of Lay Up Basketball
88
Saiful Adrian; N
urhayati Simatupang; Suprayitno………....
Analysis Of Physical Education Teacher Management Skills In State Elementary
School Sub-District Medan Tembung
91
Syahrul Effendi Nasution; Amir Supriadi; Albadi Sinulingga...
Innovation Of The Speed Model Using Running With The Ball Techniques In
Football
95
Julio Roberto; Amir Supriadi; Novita... ...
The Development of Penetration Drill Training Technique of Wrestling Sport
99
Ihsan Idris Silalahi; Jan Bobby Nesra Barus...
Speech Function of Anies Baswedan’s
Speech in Approval Ceremony as the
Governor of Jakarta in the Period of 2017-2022
102
Ahmad Rifa’i Ritonga; Sumarsih
... ...
Development of Web-Based Learning Media to Enhance Writing Capability of
Biography Text of Student Class X SMA
105
Rencus B. Sinabariba, Tiur Asi Siburian, Mutsyuhito Solin...
Implementing the Teaching Supervision by Principals in Improving the
Performance of Teachers in Aceh Besar
109
Said Ashlan... ... ...
Female Principal Leadership
115
Hendro Widodo; Hengkang Bara Saputra... ...
The Ways of Rohingya Teenagers in Medan Realized Their Language Attitude
120
I Wayan Dirgayasa; Rahmat Husein; Lonni NurIffah Nasution...
Metaphor in Umpasa of Saurmatua Toba Batak Ceremony
124
Heppy Yersin Digita Purba; Rahmad Husein; Anni Holila Pulungan...
The Influence of Part Method, Whole Method and Determination Exercise
Methods on Improving Exercise in the Sports Branch of Pencak Silat Single Art
Category of College Students SPDKK (Art of Kencana Kwitang Self Defense)
Deli Serdang Year 2018/2019
127
Mawar Sari... ... ...
v
Philosophy
of Rakut Sitelu
Desi Haryati Nianggolan...
Evaluation of Implementation of Sustainable Professional Development (PKB)
for Junior High School Physical Education Teachers to Increase Professionalism
in Tebing Tinggi City
135
Mhd Fazar Afandi...
Development of Innovative PJOK teaching materials on floor gymnastics
materials to improve learning outcomes of Grade Students at Junior Hight School
138
Bangun Saragih...
The Influence of the Discovery Learning Model assisted with Image Media and
Motivation Against Civics Learning Outcomes of Students in Class IV of Public
Elementary Schools 055980 Aman Damai 2017/2018
142
Heryansyah Ginting; Dede Ruslan; Reh Bungana Br.Perangin-angin...
Development of science teaching materials based on Science Technology Society
(STM) and its influence on learning outcomes of fourth grade students of MIN
Medan Tembung
149
Diah Hafizhotul Husna; Nuraini; Ramlan Silaban...
The Improvement of Cooperative Learning Model Application Skill in Numbered
Head Together Through Clinical Supervision of Art Teacher in SDN 060886
Medan Baru
154
Unita Vitta Omas Sianturi; Martua Manullang; Rosmala Dewi...
Gold of North Sumatera Program Coach Performance
159
Suyono; Hariadi; Supryetno...
Transitivity Systems Analysis of Bilingual Civic 3 Education Textbook for Grade
XII
163
Jusup Sitepu; Anni Holila Pulungan; I Wayan Dirgeyasa Tangkas...
The Lecturer Performance Development of the STKIP Bina Bangsa Getsempena
Banda Aceh
169
Saiful Bahri...
The Interference of Batak Mandailing Language to Indonesian (In The Interaction
At The Seventh
Grade Students Of Madrasah Tsanawiyah Swasta Al-Azhar
Kabupaten Tapanuli Selatan Padang Sidimpuan)
175
Siti Jahria Sitompul; Abdurrahman Adisaputera; Sumarsi...
The Influence of Microbiology Dictionary and Microbiology Textbook
Utilization in the Contextual Learning Framework on Biology Students Higher
Order Thinking Skills
177
Kiki Rizqi Sahara; Hasruddin; Ashar Hasairin...
The Differences of Learning Style and St
udents’ Creativity to Students’
Achievement in Dribbling the Ball in Playing Football of Seventh Grade Students
of SMP Ar
–
Rahman Percut
180
Muammar Afif Marpaung; Imran Akhmad; Rahma Dewi...
Development of Gobag Sodor Game Model to Increase Interest in Elementary
Students
184
Siska Nova Undari...
The Influence of Research-Based Learning with Portfolio Assessment on Science
Process Skills in Microbiology Course for Biology Program Students
187
Saudah Rahmayanti; Hasruddin; Tumiur Gultom...
The Influence of Teaching Style and Confident Against the Results of a Study of
Shooting in the Game of Football (Experiment Studies the Self Check Style and
vi
Tembung Sabilina)
Muhammad Syaiful; Ramadhan Harahap...
Development of Mirror Writing Teaching Materials Based on Class XI Media
Literation of Lolomatua 1 State High School
195
Yanida Bu'ulolo; Biner Ambarita; Marice...
The Development of Teaching Materials for Technology- Assisted Procedure
Text in Vocational High School
197
Nova Andarini; Biner Ambarita; Malan Lubis...
Development of Adobe Flash Based Floor Gymnastics Media Learning on Health
Sport Education Lesson
201
Hardiansyah...
The Effect of Learning Approach and Linguistic Competence Capability Reading
The English Narative Text of Student SMA Negeri 6 Padangsidimpuan.
206
Sukriyah Batubara; Keysar Panjaitan...
……….
Analysis Effect of Household Consumption, Investment and Labor to Economy
Growth In Sumatera Utara
209
Richna Handriyani; Arwansyah; Sahyar...
Idioms Translation Strategies in Pasung Jiwa Novel English Version
213
Hariyanto; Amrin Saragih; Sumarsih...
Code Mixing in Novel: A Case of Indonesian Literary Work
216
Nurul Hidayanti Hasibuan; Amrin Saragih; Sumarsih...
Logico-Semantic Relation in Presidential Debate Between Hillary Clinton and
Donald Trump
221
Annisa Risma Khairani Lubis; Della Fransiska Ginting; Jumino Suhadi...
Semiotic Meanings in Cigarette Advertisement Texts
227
Rodearta Purba; Zainuddin; Amrin Saragih...
Modality as Hedging Device in the US Presidential Election Debate
232
Roobby Hamdanur; Anni Holila Pulungan; Zainuddiin...
The Improving Mathematical Communication Ability Through Realistic
Mathematical Approach Based on Toba Batak Culture
235
Aman Sanusi Siregar...
Speech Functions of Doctors and Patients on Medical Consultation Process
239
Resti Citra Dewi; Anni Holila Pulungan, Sumarsih...
The Development of Venturimeter Instrumentation in Dynamic Fluid
243
Zahrani Dalimunthe; Rahmatsyah; Derlina...
Lexical Metaphors in Onang-onang of Bobby and Kahiyang Tortor Dance
246
Siti Rahma Ritonga; Anni Holila Pulungan; Didik Santoso...
The Discourse Markers in President Joko Widodo’s Speeches in KTT APEC
China in 2015
249
Syahbuddin Nasution1; Busmin Gurning; I Wayan Dirgayasa Tangkas...
Preparation of Papers in Two-Column Format for AISTEEL Conference
Proceedings
Translator’s Strategies in Transferring Cultural Values in Ratatouille
Film
254
Femy Septiani; Anni Holila Pulungan...
Lexical Metaphor In Printed Car Advertisements
258
Misdiana; Siti Aisyah Ginting; Amrin Saragih...
Political Discourse Analysis of Donald Trump Political Speech
263
Elisa Silviani Siregar; Prof. Dr.Zainuddin, M.Hum; Prof.Dr. Sri MindaMurni,
MS... ...
vii
Nurliana Harahap; Mahendra Ginting Manik; Indah Listiana...
Appraisal of Healthy Product Advertisement on Television
274
Nurun Nazipah Harahap; Siti Aisyah Ginting; Rahmad Husein Napitupuluh...
Lexical Metaphor in Andrea Hirata’s “The Dreamer” Novel
277
Nurul Sa’adah; I Wy. Dirgeyasa; Siti Aisyah Ginting
...
Impoliteness Strategies Used by Governor Candidates of DKI Jakarta in Governor
Election Debate 2017
281
Sri Minda Murni; Busmin Gurning
……
...
Intertextuality in Travel Umroh Advertisement
287
Afifah Nurul Khoirot Nasution; Anni Holila Pulungan; Eddy Setia...
Intertextuality on Oral Discourse in Sari Matua Batak Toba Ceremony
290
Dyan Yosephin Hutagalung; Anni Holila Pulungan; Rahmad Husein...
The Effect of Mangosteen (Garcinia mangostana L.) Peel to Creatine Kinase
Serum in Male Rats (Rattus norvegicus) with Fatigue from Swimming
293
Rika Nailuvar Sinaga; Jumadin IP; Zulaini...
Analysis of Technology Utilization to Measure The Throw Distance of The Ball
on Hammer Throw
296
Riki Prastian; Agung Sunarno; Sabaruddin Yunis Bangun...
The Interactions of Social Stratification and Karonese Register in Giving Pedah
Pedah Perjabun
300
Elkana Putra Tarigan; Amrin Saragih; Siti Aisyah Ginting...
Implementation Management Training Volleyball Club of Pertamina Year 2017
305
Reza Wibowo; Sanusi Hasibuan; Budi Valianto...
Lexical Metaphor in Printed Car Advertisements
308
Misdiana; Siti Aisyah Ginting; Amrin Saragih...
Improving Students’ Reading Comprehension
Ability In Descriptive Text
Through Flashcard
309
Aisya Hartati...
The Role of Teacher’s Training Model and Technological Approach to the
Improvement of Teachers’ Professionalis
312
Intan Sufiah Batubara...
The Difficulties of Students at the Second Year of St.Thomas 3 Senior High
School Medan in Translating English Idioms into Indonesian
315
Fitri Susi Sinurat...
The Effect Of Applying The Great Wind Blows Strategy On The Students’
Vocabulary Mastery
321
Gisca Irdayana Lubis...
Attitude of Examiners in Thesis Convocation
325
Mara Sutan Siregar...
Politeness Strategies in Mandailing Wedding Ceremony
329
51
Differences in Metacognitive Ability of Students
Through Learning Realistic Mathematics Education
and Problem Based Learning in Pangkalan Susu
Senior High School
Chairi Mutia Lubis
Education of Mathematic, Post Graduate State University of Medan
Medan, Indonesia
Corresponding email:chairi.mutia@gmail.com
Waminton Rajagukguk
Department of MathematicsScience Faculty State University of Medan
Medan, Indonesia
Kms.M.Amin Fauzi
Department of MathematicsScience Faculty State University of Medan
Medan, Indonesia
Abstract:This research aims to: (1) There are differences in metacognitive abilities of students who are taught with Realistic Mathematics Education Learning and Problem Based Learning, (2) Interaction between learning model (realistic mathematics education and problem based learning) early math skills (high, medium, low) to students' metacognitive abilities. This research is quasi experimental. The population of this research was students class X of SMAN 1 Pangkalan Susu. The sample of this research is class X IA2 and X IA4. Analysis is done using analysis of variance (ANAVA) the result showed that (1) metacognitive ability of student who taught with problem based learning is higher than student who taught realistic mathematics education learning. It is seen descriptively obtained average group of experiment-based learning the problem is 59.77 While the average for the experimental group learning realistic mathematics education is 49.23. Based on ANOVA test results
obtained significance 0.000 <α = 0.05, it can be concluded
metacognitive ability of students who are taught with problem-based learning is higher than students who get realistic mathematics education learning. This shows that the learning factor also gives a significant influence on the students' metacognitive ability. (2) There is no interaction between learning model with KAM students to students' metacognitive ability. Based on ANOVA test results obtained significance of 0.876> α = 0.05 this shows no effect simultaneously donated by learning by KAM to the students' metacognitive ability. Differences in students' metacognitive abilities are caused by differences in learning used not because of KAM students.
Keywords: RME (Realistic Mathematics Education), PBL (Problem Based Learning), Metacognitive Ability.
I.INTRODUCTION
Thinking is an ability that is owned by each individual and is very much needed but today not only is the thinking ability needed, awareness of the thinking process carried out is also
very much needed. Hofer, Pintrich, Perkins, Schneider, & Lockl in Chairani [1] state that the more students know about their thinking and learning processes, the greater their awareness of their cognition, the better the learning process and the achievements they may achieve. Student awareness (control) of the cognition process is one component of the metacognitive process.
52 assessment carried out by the teacher was only limited to
cognitive assessment, this is in line opinion with Romli,M stated "currently the teacher in evaluating the achievement of learning outcomes only emphasizes cognitive goals without regard to the dimensions of cognitive processes especially metacognitive knowledge and metacognitive skills" . So it is necessary to give awareness to the teacher to strive for each student to master metacognitive abilities, because metacognitive abilities are still rarely applied in learning. Steps that can be done by using a learning model that can support students to conduct metacognitive processes in learning. Conventional learning models have not been able to load trained students in developing metacognitive abilities because conventional learning models have not made students active in building their own knowledge and conventional learning is teacher-centered learning, so that in the process students only receive learning from the teacher without getting more involved in building their knowledge hence students are not required to conduct metacognition in the learning that is done, therefore it is necessary to know the best learning model that can make students really be able to use their metacognitive abilities. Metacognitive abilities can be used when students do the problem solving process. The learning model of Realistic Mathematics Education and Problem Based Learning is learning that makes the problem the starting point of learning, where by being a problem as the starting point of learning students are automatically required to do problem solving to build their knowledge. To obtain effective knowledge it is necessary for students to include metacognitive abilities in the problem solving process.
A. Metacognitive ability
Metacognitive abilities arise from Flavell's view of the concept of metamemori. Flavell uses the term metocognition to refer to one's awareness of consideration and control of the cognitive process. So that one's metacognition process is called metacognitive ability. Metacognitive ability According to Flavell in Lestari and Yudhanegara [7] is a person's knowledge and ability to adjust to a cognitive activity in the learning process. Metacognition refers to one's understanding of his knowledge so that a deep understanding of his knowledge will reflect his effective user or clear description of the knowledge at issue. Metacognitive according to Chairani is a form of awareness of a person related to his cognitive abilities about what he knows, what he does not know based on the knowledge he already has, based on experience, process and control where students are involved in their aspects of metachogic activity
Presseisen in Yamin [8] explained that metacognition includes four types of skills, namely:
1. Problem solving skills 2. Critical decision making skills 3. Critical Thingking
4. Creative thinking skills
Based on the above it can be seen that by mastering metacognitive abilities, the student automatically has these skills. But metacognitive ability is still rarely used by students
in the learning process, it happens because students are not trained in doing metacognition in the learning process, students just think in doing the problem solving without further doing the metacognition process of the thinking process that they have done. Inclusion of questions that lead students to metacognition can make students aware of the metacognitive abilities that they possess. Submitting questions is one of the simplest strategies in developing student metacognition. metacognitive questions that can be applied such as:
When you develop a problem solving plan, ask yourself
a. What will I do first to answer the question above? b. How long will I work on this problem until it's finished?
When you are carrying out a problem solving, ask yourself:
c. How do I solve the problem above?
d. What should I do when I have difficulty resolving the problem?
After you solve the problem, ask yourself e. Is the answer that I have made right?
f. Is the answer that I made complete or is there an error in the settlement process that I made?
After knowing what strategies can be used to train metacognitive, it is necessary to measure students' metacognitive abilities. But metacognitive abilities are abilities that are difficult to describe because the process occurs internally. Therefore we need indicators that can be observed externally as a frame of reference to explore and reveal data about students' metacognition abilities. The indicators that can be applied to observe students' metacognitive abilities are as follows:
1. Awareness of planning at each stage of problem solving 2. Awareness in monitoring and monitoring at each stage of
problem solving.
3. Awareness evaluates every step of problem solving.
The above indicators are adapted from Chairani (2016: 92).
B. Realistic Mathematical Education
53 that will be received are related or can be imagined by the
student.
In the PMR learning process the teacher only serves as a facilitator, moderator or evaluator who plays a role in learning is a student, where in this learning model emphasizes on process skills (of doing mathematics) students will conduct discussions, collaboration, arguing with classmates so students can find alone and can apply the knowledge gained to solve problems both individually and in groups.
C. Problem Based Learning
Problem-based learning was popularized in McMaster University Canada in the 1970s, the PBL method continued to develop [10]. Problem Based Learning is a learning that makes the problem as a learning material to find the concept of knowledge that you want to get. According to Dawey, learning based on problems is the interaction between stimulus and response, is a relationship between two directions of learning and the environment [11]. The environment provides input to students in the form of assistance and problems, while the nervous system of the brain functions to interpret aid effectively so that the problems faced are investigated, assessed, analyzed, and sought good problem solving which is the metacognitive ability of students. Student experience gained from the environment will be used as material and material to gain understanding or guidance in learning. According to Ratumanan in Trianto Problem-based teaching is an effective approach to teaching high-level thinking processes. This learning helps students to process information that has been formed in their minds and compile their own knowledge about the social world and its surroundings.
The problem presented in learning is a problem that has critically identify relevant information and strategies and conduct investigations to resolve the problem. Through the process of resolving these problems students acquire and build certain knowledge and simultaneously develop critical thinking skills and problem solving skills. In the PBM learning process, the teacher is only a facilitator who directs students to find and find solutions that are needed and at the same time determine the criteria for achieving the learning process. In the process the teacher must also focus on helping students achieve good self-skills.
II. M
This study aims to determine differences in students' metacognitive abilities through learning Realistic Mathematics Education and Problem Based Learning
A. Research Desing
TABLE 1. Research Desing
Keterangan:
T1: Experimental group pre-test T2: Experimental group post-test
X1: Treatment of mathematics learning with PMR X2: Treatment of mathematics learning with PBM
B. Research Instruments
This study uses a test instrument, in the form of initial ability tests and metacognitive ability tests.
C. Instrument Test
Before the research instrument was used, the contents of all test devices were validated and analyzed by three lecturers and two teachers of mathematics. Content validity is determined based on the suitability between the question grid and the item.
After expert validation of the research instrument, then the instruments with adequate content validity were tested on students outside the research sample. This is done to see the validity, reliability, distinguishing power and level of difficulty of the item.
D. Descriptive Statistical Analysis
1. Descriptive Analysis of Students' Initial Mathematical Ability
The data of the Students 'Initial Ability Test (KAM) obtained through the tests given before the research is carried out will be analyzed descriptively to find out the description of the students' initial mathematical abilities. Based on the KAM score acquisition, students are divided into three groups, namely high, medium, and low ability group students. The steps of grouping students conducted in this study are based on the steps of grouping students in 3 (three) ranks (Arikunto, 2012: 299) [12] that is:
1) Sum up the scores of all students 2) Search mean and standard deviation
a. Search Mean (𝑋̅)
N X X
Group Pre-test Treatment Post-test
PMR T1 X1 T2
54 Keterangan :
X̅ : mean
∑ X : total data N : lots of data
b. Search Standard Deviation
𝑆𝐷 = √∑ 𝑋𝑁 − (2 ∑ 𝑋𝑁 ) 2
Keterangan :
SD : standar deviation
∑ 𝑋2
𝑁 = (each score is squared then summed then
divided)
(∑ 𝑋𝑁)2= (all scores are summed, divided by N and then squared.)
3) Determine group boundaries
Grouping criteria based on mean (X ̅) and standard
deviation (SD) are presented in table 2 below:
TABLE 2. Grouping Criteria for Students' Ability Based on KAM
SD: Standard devition value of KAM
2. Descriptive Analysis Metacognitive abilities
The results of the final metacognitive chemistry test results of students were analyzed descriptively with the aim to describe the level of students' metacognitive abilities in problem solving after the implementation of PMR and PBM learning. Metacognitive ability assessment scores obtained by students based on the table of metacognitive ability scoring will be searched for the mean (mean), and the competency standards are then categorized based on the following ability category tables:
TABLE 3. Metacognitive Ability Category
Interval Category
E. Inferential Statistical Analysis
Inferential statistical analysis is used to test the first hypothesis in this study with inferential ANAVA statistics, after previously performed statistical prerequisite tests as a basis for testing hypotheses, including the normality test and
data homogeneity test. ANAVA which is used for this research is two-way Anava [13]
III. RESULTANDDISCUSSION
A. Students' Initial Mathematical Ability
KAM data in this study were obtained from the
results of the pre test. The pre test given consists of 4
essay questions with the material to be studied. The
description of KAM results held in both experimental
classes can be seen from the summary results presented
in Table 4 below:
Standard Devition 2.220 2.012
Furthermore, based on descriptive data that has been obtained, the grouping of initial mathematical abilities (high, medium and low) is formed based on the students' KAM values.
TABLE 5. Description of Second Learning Student KAM Data for Each Category KAM
KAM
Devition 0.547723 0.57735
Medium
Devition 0.547723 0.83666
B. Metacognitive abilities
Metacognitive ability tests are made in the form of problem solving problems by including metacognitive questions that contain 3 aspects of metacognitive components, that is: planning, monitoring actions, and evaluating an action plan. The metacognitive ability test in this study is a post test problem consisting of 4 essay questions.
55 TABEL 6. Description of Student Metacognitive Ability
Results
From descriptive data the students' metacognitive abilities are known that the average score of students 'metacognitive abilities is that the average score of students' metacognitive abilities taught with problem-based learning higher than the average score students taught with realistic mathematics education learning
TABLE 7. Analysis of the Two Pathways of Metacognitive Ability Pathways
Tests of Between-Subjects Effects
Dependent Variable: Metacognitive ability Source Type III Sum
Intercept 119256,438 1 119256,438 5264,611 ,000
KAM 2358,781 2 1179,390 52,065 ,000 differences in students' metacognitive abilities based on learning obtained F count 52.233 and significance 0.000.
Because the level of significance value obtained α = 0,000 is smaller than α = 0.05, then Ho is rejected, this means that at the 95% level of confidence it can be concluded that there are differences in students' metacognitive abilities taught with problem-based learning with students taught learning realistic
mathematics education. Based on descriptive results that the results of the students' metacognitive abilities taught by problem-based learning are higher than students who are taught by learning realistic mathematics education. Based on table 7 information is obtained that the value of F for learning interaction and KAM that is 0.132 and significance value for learning interaction and KAM is 0.876. Because the
significance value obtained is 0.876 greater than α = 0.05, Ho
is accepted, which means that there is no interaction at 95% the level between the learning model and KAM students towards students' metacognitive abilities.
IV. CONCLUSIONS
Metacognitive abilities of students taught by Problem-based learning is higher than students who taught learning realistic mathematics education. Descriptively obtained by the average experimental group Problem-based learning is 59.77 As for the experimental group of learning realistic mathematics education is 49.23. In this case, the average score of PBM learning higher than PMR
. There is no interaction
between learning models (realistic mathematics
education and problem-based learning) with KAM
(high, medium, low) students towards students'
metacognitive abilities
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