The analysis of research-based learning implementation and its affect to the students' metacognition skill in solving a resolving domination number of a graph

• Published in: Journal of physics. Conference series Vol. 1538; no. 1; pp. 12087 - 12102
• Main Authors: Wangguway, Y, Slamin, Dafik, Maylisa, I N, Kurniawati, S
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.05.2020
• Subjects: Control equipment; Learning; Metacognition; Qualitative analysis; Skills; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1538/1/012087

Students are expected to be able to maximize metacognition skills by implementing research-based learning. This research aims to investigate the analysis of mathematics learning application implementation based on research-based learning and the influence on students' metacognition skills in solving resolving domination number problems in the graph. The method used in the research is a mixed-method that is combining the qualitative and quantitative methods. The research subject is the 3rd-semester students consisting of 41 experimental class students and 31 control class students. Both classes are given different treatments. The instruments of this research are the test, observation, and interview. The qualitative method is used to analyze the difference between students' learning result between two classes, while the qualitative method is applied to analyze students' metacognition skills. The research results show that there is a significant difference between both classes implementing research-based learning and conventional learning model. The statistic result shows that the 2-tailed significance of independent sample t-test within the post-test is 0.000 or α ≤ 0.05. It shows that the implementation of research-based learning significantly affects students' metacognition skills in solving resolving domination number problems. Based on the results of the portrait phase analysis, it is known that students in the experimental class have relatively good metacognition skills compared to the control class. This can be seen from the number of indicators that can be mastered by each student.