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首页> 外文会议>International Conference on Mathematics and Science Education >The Enhancement of Students' Critical Thinking Skills in Mathematics through The 5E Learning Cycle with Metacognitive Technique
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The Enhancement of Students' Critical Thinking Skills in Mathematics through The 5E Learning Cycle with Metacognitive Technique

机译：用5E学习循环与元认知技术的数学学生批判性思维技巧的提高

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This study aims to describe the enhancement and achievement of students' critical thinking skills in mathematics (CTSM) as a result of 5E Learning Cycle with Metacognitive Techniques (LCM), Learning Cycle (LC) and Conventional Learning (CL) implementation is measured entirely and based on student's Mathematical Prior Ability (MPA). This research used a quasi-experimental design with pretest-posttest control group. The population of the research is Junior High School students in Indramayu City, West Java Province, Indonesia. The sample is eighth grade students from two school levels classified as high and medium levels, amounted to 173 students. Three classes were randomly selected from each school, one class received LCM, one class received LC, and the other class received CL. The instruments consisted of CTSM tests, MPA test, and observation sheet. The study revealed that in terms of overall, the enhancement and achievement of students' CTSM who received LCM is better than those who received LC and CL. Likewise the achievement of students' CTSM who received LC is better than those who received CL. The enhancement and the achievement of LCM group students' critical thinking skills is 0.62 and 27.30 while the LC group is 0.49 and 22.84, and the CL group is 0.34 and 17.80. There is an interaction effect between learning model and MPA towards enhancement of students' CTSM. However descriptively, there is no interaction effect between learning model and MPA towards achievement of students' CTSM.
机译：本研究旨在描述学生在数学（CTSM）中的批判性思维技能的增强和实现，因为5E具有元认知技术（LCM），学习周期（LC）和传统学习（CL）实现完全和常规学习基于学生的数学现有能力（MPA）。本研究采用了预测试后对照组的准实验设计。该研究人口是印度尼西亚西爪哇省Indramayu市的初中生。该样本是来自两所学校水平的八年级学生，归类为高中和中等级，达到173名学生。三个课程从每所学校随机选择，一个课程收到LCM，一个课程收到LC，另一类课程收到CL。该仪器由CTSM测试，MPA测试和观察表组成。该研究表明，就总体而言，获得LCM的学生CTSM的增强和实现优于那些获得LC和CL的人。同样，获得收到LC的学生CTSM的成就比收到CL的人更好。增强和实现LCM集团学生的批判性思维技能是0.62和27.30，而LC组是0.49和22.84，CL组为0.34和17.80。学习模式与MPA对学生CTSM的增强之间存在互动效果。然而，描述，学习模式与MPA之间没有对学生CTSM的实现之间没有互动效果。

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