The Implementation of Metacognitive Learning Approach in Developing Students’ Mathematical Communication Ability

Abstract

The skill to communicate thoughts effectively, including communicating mathematical ideas as
its part, is required in facing future challenges. In fact, in general, students’ mathematical communication
skill is still low. Metacognitive learning encourages students to reflect on their learning process;
individual reflection or interaction with teacher and classmates provides opportunities for students to
communicate and explain their thoughts.
This research intends to study the application of metacognitive learning and its roles in students'
mathematical communication ability. An experiment with pretest-posttest control group design was
conducted on the 70 students of 10th grade of a senior high school at Sumedang, West Java, during the
first semester. The students were divided into three categories of mathematical prior knowledge (MPK):
high, middle, and low achiever. The instruments used were a mathematical communication test and a set
of attitude questionnaires on metacognitive learning. The data were analyzed by using statistical test for
equality of two means.
This study has found that the metacognitive learning approach is more effective to reach better
result for middle achievers than conventional one. There is an interaction between learning approach and
MPK towards the students’ achievement and gain of mathematical communication ability.