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

Turmudi, Turmudi, Susanti, Elly, Abdussakir, Abdussakir and N.M, Tajudin (2019) Effect of the teaching and learning mathematics strategy based on metacognitive scaffolding on instructional efficiency. Journal of Physics: Conference Series, 1375 (01200). pp. 1-4. ISSN 1742-6588

Preview

Text 5004.pdf - Published Version Available under License Creative Commons Attribution. Download (663kB) | Preview

Abstract

Abstract. 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 (MS), self-questioning.
Divisions:	Faculty of Mathematics and Sciences > Department of Mathematics
Depositing User:	Elly Susanti
Date Deposited:	20 Dec 2019 15:47

Downloads

Origin of downloads

Actions (login required)

View Item