The Effectiveness of Infusion of Metacognition in van Hiele Model on Secondary School Students' Geometry Thinking Level

Autor/inn/en	Naufal, Muhammad Ammar; Abdullah, Abdul Halim; Osman, Sharifah; Abu, Mohd Salleh; Ihsan, Hisyam
Titel	The Effectiveness of Infusion of Metacognition in van Hiele Model on Secondary School Students' Geometry Thinking Level
Quelle	In: International Journal of Instruction, 14 (2021) 3, S.535-546 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Geometry; Learning Strategies; Comparative Analysis; Secondary School Students; Mathematics Instruction; Foreign Countries; Mathematics Tests; Metacognition; Teaching Methods; Instructional Effectiveness; Thinking Skills; Indonesia + Suchen Sie Ihr Suchwort? Geometrie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Denkfähigkeit; Indonesien
Abstract	Metacognition is the ability to think about thinking. One of the learning models in geometry is the van Hiele model, which consists of learning phases and geometry thinking level. However, geometry learning strategy in Indonesia does not stress metacognition and geometry thinking level. Hence, this study aims to examine the effectiveness of geometry learning strategy based on the infusion of metacognition in van Hiele model compared to van Hiele learning phases in helping secondary school students to improve their geometry thinking level. The quasi-experimental study was conducted six-week with 90 students. The students selected purposively divided into two groups, with 30 students in both treatment groups, respectively. The instrument employed van Hiele Geometry Test (vHGT) before and after the treatment to measure the student's geometry thinking level. Data were in ordinal form analyzed descriptively and inferentially using Mann-Whitney U. The result revealed the significant difference between the final geometry thinking level in both groups. Thus, it can be concluded that the geometry learning strategy based on the infusion of metacognition in van Hiele model is more effective in improving the student's geometry thinking level than the geometry learning strategy based on van Hiele model. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01