Mathematical Reasoning and Self Regulated Learning According to Student’s Cognitive Stage
DOI:
https://doi.org/10.22460/jiml.v2i1.p39-52Keywords:
cognitive stage, TOLT, mathematical reasoning, self regulated learningAbstract
This study was a descriptive survey having a goal to examine attainment of student’s mathematical reasoning (MR) and self regulated learning(SRL) according to student’s cognitive stage. The survey  implicate 36 eleventh grade students of 17... years old, test of logical thinking (TOLT), an essay MR test,a SRL scale. By using TOLT, the survey investigated many students with 17 years old had not reached formal cognitive stage, namely 19 % students at formal stage, 25 % students at transition stage, and rest 56% students at concrete stage. In addition, survey invented that entirely students obtained MR at very low grade level, and according to student’s cognitive stage, formal students obtained higher grade MR than the grade of transisiton students and concrete students. Even if, those grades were still at low and very low level. Either entirely or based on student’s cognitive stage there were no different grades on student’s SRL and those grade were fairly good level. SRL at fairly good grade level, transistion stage students attained MR and SRL at medium grade Other finding, there was medium association between cognitive stage and MR, but therewere no association between cognitive stage and MR, and SRL and between MR and SRL. In general, these findings were, that in normal condition formal cgnitive stage will reach by students in 12 -13 years old, or in 13-14 years old, even in specific condition in 19 – 20 years old; and that formal students possess higher abilities than concrete students on completing HOT tasks such as MR tasks which needed formal operational thinking.
References
Aminah, M., Kusumah, Y. ., Suryadi, D., & Sumarmo, U. (2017). The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning. International Journal of Instruction, 11(3).
Bernard, M., & Rohaeti, E, E. (2016). Meningkatkan Kemampuan Penalaran dan Disposisi Matematik Siswa SMK dengan Pendekatan Kontekstual melalui Game Adobe Flash Cs 4.0. Edusentris: Jurnal Ilmu Pendidikan Dan Pengajaran, 3(1), 85–94.
Butler, D. L. (2002). Individualizing Instruction in Self-Regulated Learning. Http//Articles.Findarticles.Com/p/Articles/Mi_mOQM/Is_2_41/Ni_90190495.
Damayanti, D. ., Sumarmo, U., & Maya, R. (2018). Improving Student’s Mathematical Creative Thinking Ability and Self Regulated Learning using Sylver Approach. JPMI, 1(3), 268–278.
Dasari, D., & Sumarmo, U. (2010). Improving Statistical Reasoning Ability of Students by Using PACE Model Approach. International Journal of Social and Humaniora. Alumni, 2, 21–39.
Djamarah, S. B., & Zain, A. (2002). Strategi Belajar Mengajar. Jakarta: Rineka Cipta.
Hendriana, H., Rohaeti, E. E., & Sumarmo, U. (2014). Hard Skill dan Soft Skill Mathematika. Bandung: Penerbit PT Refika Aditama.
Hendriana, H., & Sumarmo, U. (2014). Penilaian Pembelajaran Matematika. Bandung: Penerbit PT Refika Aditama.
Kerlin, B. A. (1992). Cognitive Engagemant Style: Self-Regulated Learning and Cooperative Learning.
Koswara, U., Sumarmo, U., & Kusumah, Y. . (2012). MeningkatkanKemampuan Komunikasi dan Penalaran Matematis Siswa SMA melalui Pendekatan Pembelajaran Kontekstual Berbantuan Program Autograph. Educationist: Jurnal Kajian Filosofi, Teori, Kualitas, Dan Manajemen Pendidikan, VI(2), 125–131.
Kusnandi, & Sumarmo, U. (2010). Teaching Mathematics by using Abductive-Deductive Strategy for Improving Students’Proof Construction Ability. International Journal of Social and Humaniora, 2, 21–39.
L., C., & Randi, J. (1999). Self-Regulated Learning. Http//Www.Personal.Psu.Edu/Users/h/ x/Hxk223/Self.Htm.
Maya, R., & Sumarmo, U. (2014). Mathematical understanding and proving abilities: experiment with undergraduate student by using modified Moore learning approach. Journal on Mathematics Education 2, 2, 231–250.
Mulyana, A., & Hendriana, H. (2015). Meningkatkan Kemampuan Penalaran Matematik dan Kemandirian Belajar Siswa SMPmelalui Pembelajaran Berbasis Masalah. Edusentris,Jurnal Ilmu Pendidikan Dan Pengajaran, 2.
NCTM. (2000). Principles and Standards for School Mathematics. Reston. VA: NCTM.
Offirston, T., & and Sumarmo, U. (2012). Pendekatan Inkuiri Berbantuan Software Cinderella untuk Meningkatkan Kemampuan Penalaran danPemecahan Masalah Matematis Siswa MTs. Educationist: Jurnal Kajian Filosofi, Teori, Kualitas, Dan Manajemen Pendidikan, VI(2), 101–106.
Paris, & Winograd. (1998). The National Science Foundation.
Peraturan Menteri Pendidikan Nasional No. 81a Tahun 2013 tanggal 27 Juni 2013 tentang Implementasi KurikulumStandar Isi. (n.d.).
Prasetio, D. A., Sumarmo, U., & Sugandi, A. I. (2018). Improving Student’s Mathematical Reasoning And Self Concept By Using Reciprocal Teaching. JPMI, 1(3), 283–294.
Qohar, A., & Sumarmo, U. (2014). Improving Mathematical Communication Ability and Self Regulation Learning Of Yunior High Students by Using Reciprocal Teaching. Journalon Mathematics Education, 4(01), 59–74.
Retnaningsih, M., & Sugandi, A. I. (2018). The Role of Problem Based Learning on Improving Students’ Mathematical Critical Thinking Ability and Self-Regulated Learning. Innovative, 1(2), 60–69.
Rijaya, Sumarmo, U., & Syaban, M. (2018). Improving Student’s Mathematical Reasoning and Self Concept by Using Reciprocal Teaching. Journal of Innovative Mathematics Learning, 1(2), 86–94.
Rohaeti, E. E., Budiyanto, A. ., & Sumarmo, U. (2014). Enhancing Mathematical Logical Thinking Ability and Self Regulated Learning of Students through Problem Based Learning. International Journal of Education, 8(1), 54–63.
Schunck, D. H., & Zimmerman, B. J. (1998). No Title. Introduction to the Self Regulated Learning (SRL) Cycle.
Setiawati, E. (2014). Improving mathematical communication and reasoning ability and self-regulated learning of junior high school students through problem-based learning. Unpublished Doctoral Dissertation, Indonesia University of Education.
Sumarmo, U. (1987). Kemampuan Pemahaman dan Penalaran Matematika Siswa SMA dikaitkan dengan Kemampuan Penalaran Logik dan Beberapa Unsur Proses Belajar Mengajar. (Studi Deskriptif Analitik terhadap Siswa SMA Negeri dari Tujuh Kota). Unpublished Disertation at Post Graduate Study of Indonesia University of Education.
Sumarmo, U. (2006). Kemandirian belajar: Apa, mengapa dan bagaimana dikembangkan pada peserta didik.
Sumarmo, U., Hidayat, W., Zulkarnaen, R., & Hamidah, Sariningsih, R. (2012). Kemampuan dan Disposisi Berpikir Logis, Kritis, Dan Kreatif Matematis: Eksperimen terhadap Siswa SMA Menggunakan Pembelajaran Berbasis Masalah dan Strategi Think-Talk-Write. Jurnal Pengajaran MIPA, 17(1), 17–33.
Sumarni, C., & Sumarmo, U. (2017). Penalaran Matematik dan Kemandirian Belajar:Eksperimen terhadap Siswa SMP melalui Pembelajaran Generatif. Edusentris: Jurnal Ilmu Pendidikan Dan Pengajaran, 3(1), 290–299.
Wongsri, N., Cantwell, R. H., & Archer, J. (2002). The Validation of Measures of Self-Efficacy, Motivation and self-Regulated Learning among Thai tertiary Students. The Annual Conference of the Australian Association for Research in Education.
Zumbrunn, S., Tadlock, J., & Robert, E. D. (2011). Encouraging Self-Regulated Learning in the Classroom. A. Review of Literature. Sharon Virginia Commonwealth University.
