Pengembangan Media Pembelajaran Interaktif Berbasis Metakognitif untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis pada Materi Statistika Development of Metacognition-Based Interactive Learning Media to Improve Mathematical Problem-Solving Skills in Statistics
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933-948
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10.58578/anwarul.v6i4.11603
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Authors:Intan Permatasari1*, Andika Setyo Budi Lestari2, Keto Susanto3
Copyright :Authors retain copyright and grant the journal right of first publication.
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Abstract
Observations at SMP Negeri 2 Pasuruan showed that students continued to experience difficulties in solving mathematical problem-solving tasks in statistics. This condition was influenced by the use of learning media that were insufficiently interactive and unable to optimally facilitate metacognitive activities, while the development of metacognition-based interactive learning media at the junior high school level remains limited. This study aims to develop valid, practical, and effective metacognition-based interactive learning media to improve students’ mathematical problem-solving abilities. The study employed a research and development method using the 4D model, which comprises the define, design, develop, and disseminate stages. The study involved 31 Grade VIII-B students at SMP Negeri 2 Pasuruan who were selected through purposive sampling based on the subject teacher’s considerations. Data were collected through observation, documentation, expert validation sheets, teacher and student response questionnaires, and a mathematical problem-solving ability test. The data were analyzed using descriptive percentage analysis, a paired-samples t-test, and normalized gain. The findings showed that the developed learning media met the criteria for being highly valid, practical, and effective in improving students’ mathematical problem-solving abilities. These findings affirm that integrating metacognitive activities into interactive learning media can support more active and reflective mathematics learning and contribute to improving mathematical problem-solving abilities. This study may also serve as a reference for developing metacognition-based learning media across broader subject matter, educational levels, and sample sizes.
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