Effect of the teaching and learning mathematics strategy based on metacognitive scaffolding on instructional efficiency

Turmudi, Turmudi and Susanti, Elly and Abdussakir, Abdussakir and Tajudin, Nor'ain Mohd (2019) Effect of the teaching and learning mathematics strategy based on metacognitive scaffolding on instructional efficiency. Journal of Physics: Conference Series, 1375 (012003). pp. 1-4. ISSN 1742-6588

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Metacognitive scaffolding (MS) with self-questioning is helpful in promoting student problem solving skill and independent learning. MS deals with the process of learning which helps the students to think, control, and monitor their learning. The instructional condition will
be more efficient if the performance of student achievement in problems solving needs less than mental effort invested or equivalent. Therefore, the purpose of this paper was to examine the effect of the scaffolding metacognitive strategy on instructional efficiency. The results of quasiexperiments indicated that the MS strategy fulfilled the direct effect to instructional efficiency. This data provide support for the claim that MS strategy is superior in comparison to the conventional teaching. Students in the experimental group showed an overall favorable view towards the implementation of MS strategy. They viewed that the MS strategy is an interesting, new, simple, and easy instructional format to use in mathematics learning.

Item Type: Journal Article
Keywords: Metacognitive scaffolding; problem solving; teaching and learning mathematics; instructional efficiency
Subjects: 13 EDUCATION > 1301 Education Systems > 130106 Secondary Education
13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Divisions: Faculty of Mathematics and Sciences > Department of Mathematics
Depositing User: Abdussakir Abdussakir
Date Deposited: 17 Dec 2019 10:27


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