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The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning

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Title: The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning
Language: English
Authors: Aminah, Mimih, Kusumah, Yaya Sukjaya, Suryadi, Didi, Sumarmo, Utari
Source: International Journal of Instruction. Jul 2018 11(3):45-62.
Availability: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Peer Reviewed: Y
Page Count: 18
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
Descriptors: Metacognition, Mathematical Logic, Mathematics Instruction, Teaching Methods, Quasiexperimental Design, Role, Learning Processes, Prior Learning, Thinking Skills, Grade 10, High School Students, Control Groups, Experimental Groups, Comparative Analysis, Essay Tests, Mathematics Tests, Correlation, Cognitive Style, Grades (Scholastic), Foreign Countries
Geographic Terms: Indonesia
ISSN: 1694-609X
Abstract: This paper reports the findings of a quasi-experiment that aims to investigate the role of metacognitive teaching-learning (MTL) and mathematical prior knowledge (MPK) on students' mathematical logical thinking ability (MLTA) and self-regulated learning (SRL). The subject of the study was 70 tenth-grade students inSumedang, Indonesia. One experimental group and one control group were used, and the students were grouped into three categories based on their mathematical prior knowledge (high, medium and low). The instruments of this study were a short-answer-MPK test, an essay MLTA test, and a SRL scale. The data were analyzed by using Anova, t-test, Mann-Whitney test, and Kruskal-Wallis test. The study find that compared to conventional learning, MTL gave better influence on students with medium MPK in MLTA and gave an overall better effect on students in SRL. However, for entirely students, the students' grades of SRL are fairly good, but the students' grades of MLTA are still low. There is no interaction between learning approaches and MPK on improving MLTA, and there is an interaction between learning approaches and MPK on improving SRL.
Abstractor: As Provided
Number of References: 35
Entry Date: 2018
Accession Number: EJ1183383
Database: ERIC
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  Data: The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning
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  Data: <searchLink fieldCode="AR" term="%22Aminah%2C+Mimih%22">Aminah, Mimih</searchLink><br /><searchLink fieldCode="AR" term="%22Kusumah%2C+Yaya+Sukjaya%22">Kusumah, Yaya Sukjaya</searchLink><br /><searchLink fieldCode="AR" term="%22Suryadi%2C+Didi%22">Suryadi, Didi</searchLink><br /><searchLink fieldCode="AR" term="%22Sumarmo%2C+Utari%22">Sumarmo, Utari</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Instruction%22"><i>International Journal of Instruction</i></searchLink>. Jul 2018 11(3):45-62.
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  Data: International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 1694-609X
– Name: Abstract
  Label: Abstract
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  Data: This paper reports the findings of a quasi-experiment that aims to investigate the role of metacognitive teaching-learning (MTL) and mathematical prior knowledge (MPK) on students' mathematical logical thinking ability (MLTA) and self-regulated learning (SRL). The subject of the study was 70 tenth-grade students inSumedang, Indonesia. One experimental group and one control group were used, and the students were grouped into three categories based on their mathematical prior knowledge (high, medium and low). The instruments of this study were a short-answer-MPK test, an essay MLTA test, and a SRL scale. The data were analyzed by using Anova, t-test, Mann-Whitney test, and Kruskal-Wallis test. The study find that compared to conventional learning, MTL gave better influence on students with medium MPK in MLTA and gave an overall better effect on students in SRL. However, for entirely students, the students' grades of SRL are fairly good, but the students' grades of MLTA are still low. There is no interaction between learning approaches and MPK on improving MLTA, and there is an interaction between learning approaches and MPK on improving SRL.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 35
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  Label: Entry Date
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  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1183383
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1183383
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 45
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Mathematical Logic
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Quasiexperimental Design
        Type: general
      – SubjectFull: Role
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Essay Tests
        Type: general
      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning
        Type: main
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            NameFull: Aminah, Mimih
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            NameFull: Kusumah, Yaya Sukjaya
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            NameFull: Suryadi, Didi
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            NameFull: Sumarmo, Utari
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            – D: 01
              M: 07
              Type: published
              Y: 2018
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            – TitleFull: International Journal of Instruction
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