METACOGNITIVE PROMPT AS A MEANS TO IMPROVE STUDENTS’ TASK COMPREHENSION
Ariyadi, Wijaya; Marja, van den Heuvel Panhuizen; Michiel, Doorma · Universitas Negeri Yogyakarta
Abstrak / Ringkasan
One of the most dominant errors made by (Indonesian) students when solving context-based PISA mathematics tasks is error in comprehending the task. This paper reports a study on improving students’ comprehension of context-based tasks. A total of 299 eight graders from six junior high schools in the Province of Yogyakarta participated in this study. The study employed a field experiment with a pretest-posttest control-group design for which we used an intervention program comprising a set of context-based tasks which were supplemented with metacognitive prompts. The result of the study shows a significant difference between the experimental group and the control group on the decrease in the total number of errors (?² (1, n = 4127) = 4.149, p = .042). In comparison to their counterparts in the control group, the students in the experimental group had a better improvement regarding two aspects of task comprehension: understanding the instruction of the task and selecting relevant information.
Key words: context-based tasks; metacognitive prompts; task comprehension
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Literatur Lain dari Universitas Negeri Yogyakarta
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Literatur Terbaru yang Relevan
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