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首页> 外文期刊>Journal of Education and Practice >Differences in Metacognition and Mathematical Communication Ability Between Students Taught Using Problem Based Learning Model and Numbered Head Together Cooperative Learning Model at SMP Kartika I-2 Medan
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Differences in Metacognition and Mathematical Communication Ability Between Students Taught Using Problem Based Learning Model and Numbered Head Together Cooperative Learning Model at SMP Kartika I-2 Medan

机译：在SMP Kartika I-2 Medan上，使用基于问题的学习模型和数字化头部共同合作学习模型教授的学生在元认知和数学沟通能力上的差异

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This research aims to know: 1) difference of metacognition ability of students taught using PBL model with NHT cooperative learning model, 2) difference of mathematical communication ability of students' taught using PBL model with NHT cooperative learning model, 3) interaction between learning and students' early math ability to metacognition ability, 4) interaction between learning and students' early math ability to mathematical communication ability. This research type is quasi experiment. The population in this study were all students of class VII at SMP Kartika I-2 Medan, while two randomly selected samples were consisted of experimental class I and experiment II class consisting of 32 students. Data analysis was done with ANOVA two-way. The results of this study indicate that: 1) there are differences in metacognition ability of students’ taught using PBL model with NHT cooperative learning model; 2) there is difference of mathematical communication ability students' taught using PBL model with NHT cooperative Learning model; 3) there is interaction between learning and students’ early math ability to metacognition ability, and 4) there is interaction between learning and students’ early math ability to mathematical communication ability.
机译：本研究旨在了解：1）使用PBL模型与NHT合作学习模型教授学生的元认知能力的差异，2）使用PBL模型与NHT合作学习模型教授学生的数学认知能力的差异，3）学习与互动之间的相互作用学生的早期数学能力为元认知能力，4）学习与学生的早期数学能力之间为数学交流能力。这种研究类型是准实验。这项研究的人群全部是SMP Kartika I-2棉兰的VII级学生，而随机抽取的两个样本分别是实验I级和实验II级，共有32名学生。数据分析采用ANOVA双向进行。研究结果表明：1）PBL模型与NHT合作学习模型对学生的元认知能力存在差异。 2）使用PBL模型和NHT合作学习模型教授学生的数学交流能力; 3）学习与学生的早期数学能力到元认知能力之间存在相互作用，4）学习与学生的早期数学能力到元认知能力之间存在相互作用。

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