The Effect of CORE Learning Model towards Students’ Mathematical Reflective Thinking Skills: A Meta Analysis Study

Raisa Adira Syofitami, Sri Hastuti Noer

Abstract


Abstract: This study aims to re-analyze the CORE type of cooperative learning model related to students' mathematical reflective thinking abilities. The CORE model consists of four stages, namely Connecting, Organizing, Reflecting and Extending. In this study, researchers used the meta-analysis method. First, the researcher formulates the research problem, then proceeds to explore existing and relevant research for analysis. Data collection techniques using non-test, namely by browsing electronic journals through Google Scholar and studying documentation in the library. From the search results obtained 6 articles from journals. Based on the results of the analysis, it turns out that the CORE type of learning model is able to have an effect on students' reflective thinking skills. 

Keywords: reflective thinking, cooperative learning, CORE learning model. 

Abstrak: Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran kooperatif tipe CORE terkait kemampuan berpikir reflektif matematis siswa. Model CORE terdiri atas empat tahap yaitu Connecting, Organizing, Reflecting dan Extending. Dalam penelitian ini peneliti menggunakan metode meta analisis. Pertama-tama, peneliti merumuskan masalah penelitian, kemudian dilanjutkan dengan menelusuri penelitian yang sudah ada dan relevan untuk dianalisis. Teknik pengumpulan data dengan menggunakan non tes yaitu dengan menelusuri jurnal elektronik melalui Google Cendekia dan studi dokumentasi diperpustakaan. Dari hasil penelusuran diperoleh 6 artikel dari jurnal. Berdasarkan hasil analisis ternyata model pembelajaran tipe CORE mampu memberikan efek terhadap kemampuan berpikir reflektif siswa. 

Kata kunci: berpikir reflektif, pembelajaran kooperatif, model pembelajaran CORE.


DOI: http://dx.doi.org/10.23960/jpmipa/v22i1.pp90-97


Full Text:

PDF

References


S. Inoue, N., & Buczynski, “You asked open-ended questions, now what? Understanding the nature of stumbling blocks in teaching inquiry lessons.,” Math. Educ., vol. 20, p. 2, 2011.

K. McNaught, “Reflective writing in mathematics education programmes,” Reflective Pract., vol. 11, no. 3, pp. 369–379, 2010.

S. Agustan, D. Juniati, T. Yuli, and E. Siswono, “Reflective thinking in solving an algebra problem : a case study of field independent-prospective teacher Reflective thinking in solving an algebra problem : a case study of field independent-prospective teacher,” 2017.

H. Nindiasari, Y. Kusumah, U. Sumarmo, and J. Sabandar, “Pendekatan metakognitif untuk meningkatkan kemampuan berpikir reflektif matematis siswa sma,” vol. 1, no. 1, 2014.

E. Suherman, “Strategi pembelajaran matematika kontemporer,” Bandung Jica, 2003.

M. S. Curwen, R. G. Miller, K. A. White-Smith, and R. C. Calfee, “Increasing teachers’ metacognition develops students’ higher learning during content area literacy instruction: Findings from the read-write cycle project,” 2010.

D. A. Schön, “Educating the reflective practitioner,” 1987.

B. Kramarski, I. Weiss, and S. Sharon, “Generic versus context-specific prompts for supporting self-regulation in mathematical problem solving among students with low or high prior knowledge,” J. Cogn. Educ. Psychol., vol. 12, no. 2, pp. 197–214, 2013.

S. El Walida and A. Fuady, “LEVEL REFLECTIVE ABSTRACTION MAHASISWA DALAM PEMECAHAN MASALAH MATEMATIKA,” J. Pendidik. Mat., vol. 3, no. 2, pp. 41–48, 2017.

T. Haryati and H. Nindiasari, “Analisis kemampuan dan disposisi berpikir reflektif matematis siswa ditinjau dari gaya belajar,” vol. 10, no. 2, pp. 146–158, 2017.

S. H. Noer, “Problem-based learning dan kemampuan berpikir reflektif dalam pembelajaran matematika,” 2008.

M. Metin, G. K. Yilmaz, S. Birisci, and K. Coskun, “The investigating high school students’ learning styles with respect to the different variables: A sample from Turkey,” Energy Educ. Sci. Technol. Part B Soc. Educ. Stud., vol. 3, no. 4, pp. 589–604, 2011.

D. W. Johnson, R. T. Johnson, and K. A. Smith, “Cooperative learning: Improving university instruction by basing practice on validated theory,” J. Excell. Univ. Teach., vol. 25, no. 4, pp. 1–26, 2014.

Rusman, “The Development of an E-Learning-Based Learning Service for MKDP Curriculum and Learning at the Indonesia University of Education,” J. Educ. Pract., vol. 7, no. 31, pp. 83–87, 2016, doi: 10.21744/irjeis.v3i2.410.

I. K. Asha and A. M. Al Hawi, “The Impact of Cooperative Learning on Developing the Sixth Grade Students Decision-Making Skill and Academic Achievement.,” J. Educ. Pract., vol. 7, no. 10, pp. 60–70, 2016.

F. CUMHUR and H. E. BAYDAR, “The effect of cooperative learning method in the teaching of GCD-LCM,” Kastamonu Educ. J., vol. 25, no. 5, 2017.

E. Retnowati and A. Aqiila, “Efektivitas strategi pengelompokan berpasangan dalam pembelajaran matematika model CORE,” Cakrawala Pendidik., no. 1, pp. 13–23, 2017.

N. A. R. Siregar, P. Deniyanti, and L. El Hakim, “Pengaruh model pembelajaran core terhadap kemampuan berpikir kritis dan disposisi matematis ditinjau dari kemampuan awal matematika siswa SMA Negeri di Jakarta Timur,” JPPM (Jurnal Penelit. dan Pembelajaran Mat., vol. 11, no. 1, 2018.

R. P. Yaniawati, R. Indrawan, and G. Setiawan, “Core model on improving mathematical communication and connection, analysis of students’ mathematical disposition,” Int. J. Instr., vol. 12, no. 4, pp. 639–654, 2019, doi: 10.29333/iji.2019.12441a.

D. N. Hafifah, “PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF TIPE CORE BERBANTUAN TUTOR SEBAYA UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA.” UNIVERSITAS LAMPUNG, 2019.

L. Azizah, S. Mariani, and R. Rochmad, “Pengembangan Perangkat Pembelajaran Model CORE Bernuansa Konstruktivistik untuk Meningkatkan Kemampuan Koneksi Matematis,” Unnes J. Math. Educ. Res., vol. 1, no. 2, 2012.

M. N. Rachman, “PENINGKATAN KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA SMP DENGAN MODEL PEMBELAJARAN CORE.” Universitas Pendidikan Indonesia, 2019.

M. Konita, S. Sugiarto, and R. Rochmad, “Analysis of students ability on creative thinking aspects in terms of cognitive style in mathematics learning with CORE Model using constructivism approach,” Unnes J. Math. Educ., vol. 6, no. 1, pp. 63–70, 2017.

Y. Cheng and C.-M. Chan, “The third level of agenda setting in contemporary China: Tracking descriptions of moral and national education (MNE) in media coverage and people’s minds,” Int. J. Commun., vol. 9, p. 18, 2015.

E. P. Sari, “ANALISIS KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA SMA MELALUI MODEL PEMBELAJARAN BERBASIS PROYEK PADA MATERI LARUTAN ELEKTROLIT DAN LARUTAN NON ELEKTROLIT.” Universitas Negeri Medan, 2019.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Jurnal Pendidikan MIPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats

Creative Commons License
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.