Effectiveness of the Metacognitive – Based Algebra Learning Model

Authors

  • Akhsanul In’am University of Muhammadiyah Malang, Indonesia
  • Zulkifley Mohammad Sultan Idris Education University, Malaysia
  • Zeti Yusmira Jaludin Seri Begawan Religious Teachers’ University College, Brunei Darussalam

DOI:

https://doi.org/10.15823/p.2021.141.8

Keywords:

effectiveness, learning result, metacognitive, students’ response

Abstract

Learning approaches are among the critical factors that determine learning effectiveness. A typical learning approach that promotes student awareness will result in successful learning. This article examines the effectiveness of a metacognitive-based algebra learning from three aspects, namely: 1) learning outcomes; 2) student responses; and 3) student activities in learning algebra. The results show that all three aspects meet the effectiveness criteria of metacognitive approach in learning algebra.

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Published

2021-05-10

How to Cite

In’am, A., Mohammad, Z., & Jaludin, Z. Y. (2021). Effectiveness of the Metacognitive – Based Algebra Learning Model. Pedagogika, 141(1), 146–159. https://doi.org/10.15823/p.2021.141.8

Issue

Section

Articles