PME Learning Model : The Conceptual Theoretical Study Of Metacognition Learning In Mathematics Problem Solving Based On Constructivism
Ihdi Amin, Scolastika Mariani
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Abstract

Learning mathematics until today still left a lot of records that had to be improved, including passive learning, low ability of learners in problem-solving activities, the rarity of authentic assessment, emphasizing only on cognition, and others. This was a study of the literatures concerning the teaching of metacognition in mathematical problem solving. The PME learning model was a modified theory of Darling-Hammond (2003), which was a theoretical-conceptual product that offered the strategies to improve the ability of metacognition in problem solving. This metacognition strategies implemented through metacognitive activities, ie : planning, monitoring, and evaluating (PME). On PME learning model: (1) the activity planning, monitoring, evaluating explicitly raised in the core activities of learning and mathematical problem-solving activities; (2) the learning process recommended using social constructivist teaching in small groups; (3) placing the role and duties of teachers as counselors, classroom manager, motivator, facilitator, and evaluator; (4) The support system for the effectiveness of PME learning model were: Lesson Plan (LP) and Worksheet for students (WS); and (5) the direct effect was expected increasing of the metacognition ability, and the nurturant effect was expected  to increase in problem solving performance.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2017, Volume 12, Issue 3, 333-352

https://doi.org/10.29333/iejme/616

Publication date: 18 Jun 2017

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