W. Lestari, Jailani
This study compared effects of the colaborative learning with or without metacognitive strategies on higher and lower student's achiever of the mathematical reasoning. A total of one hundred and twenty-two of grade eight (M = 13.8; SD = 0,5 year) in four heterogeneous classrooms selected from an Indonesian junior high school participated in this study. Performance measures on reasoning abilities composed by three parts: making conjecture, providing arguments, and observing patterns. The results indicated that students who were exposed to the metacognitive strategies within colaborative learning (COLAB+META) significantly outperformed their counterparts who were exposed to colaborative learning with no metacognitive strategies (COLAB). This work provided the evidences that the advantages of using metacognitive strategies to empower reasoning in mathematics. Furthermore, the findings showed the positive effects of COLAB+META method on higher and lower achievers. © 2018 Published under licence by IOP Publishing Ltd.
Graduate School of Mathematics Education Program, Yogyakarta State University, Indonesia; Department of Mathematics Education, Yogyakarta State University, Indonesia
