Proses Metakognisi dalam Interaksi Siswa pada Diskusi Kelompok
Keywords:
Metakognisi, Interaksi Siswa, Diskusi Kelompok
Abstract
Proses metakognisi berperan penting dalam mendukung interaksi siswa selama diskusi kelompok. Diskusi kelompok memungkinkan siswa bekerja sama untuk mencapai pemahaman yang lebih mendalam terhadap suatu konsep dengan saling bertukar ide dan strategi pemecahan masalah. Penelitian ini bertujuan untuk menganalisis proses metakognisi yang muncul dalam interaksi siswa selama diskusi kelompok. Metode penelitian yang digunakan yaitu penelitian kualitatif pendekatan penelitian deskripif dengan menganalisis pembelajaran siswa dalam diskusi kelompok. Subjek penelitian terdiri dari enam siswa dalam satu kelompok, dengan fokus utama pada siswa yang berperan sebagai siswa ahli yang ditinjau dari teori pemosisian siswa. Hasil penelitian menunjukkan bahwa siswa ahli cenderung menerapkan strategi metakognitif reflective use dalam setiap langkah pemecahan masalah. Kemampuan metakognitif menjadi faktor kunci dalam diskusi kelompok. Siswa yang memiliki keterampilan metakognitif lebih baik mampu mengarahkan jalannya diskusi, meningkatkan rasa percaya diri, dan membantu anggota kelompok memahami materi dengan lebih efektif. Kesadaran akan proses berpikir sendiri memungkinkan siswa untuk mengoptimalkan strategi belajar dalam menyelesaikan masalah secara kolaboratif. Rekomendasi dari hasil penelitia ini yaitu pendidik sebaiknya mendorong implementasi strategi reflective use dalam diskusi kelompok, khususnya dengan memfasilitasi peran siswa ahli untuk membimbing anggota kelompok lainnya.
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References
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Steenkamp, G., & Brink, S. M. (2024). Students’ Experiences Of Peer Learning In An Accounting Research Module: Discussion Forums, Peer Review And Group Work. The International Journal of Management Education, 22(3), 1–13. https://doi.org/10.1016/j.ijme.2024.101057
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Badri, Y., Nindiasari, H., & Fatah, A. (2019). Pengembangan Bahan Ajar Interaktif Dengan Scaffolding Metakognitif Untuk Kemampuan Dan Disposisi Berpikir Reflektif Matematis Siswa. Jurnal Penelitian Dan Pembelajaran Matematika, 12(1), 156–172. https://doi.org/10.30870/jppm.v12i1.4863
Carvalho, A. R., & Santos, C. (2022). Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program. Computers and Education Open, 3, 100070. https://doi.org/https://doi.org/10.1016/j.caeo.2021.100070
Chang, C.-J., Chang, M.-H., Chiu, B.-C., Liu, C.-C., Fan Chiang, S.-H., Wen, C.-T., Hwang, F.-
K., Wu, Y.-T., Chao, P.-Y., Lai, C.-H., Wu, S.-W., Chang, C.-K., & Chen, W. (2017). An analysis of student collaborative problem solving activities mediated by collaborative simulations. Computers & Education, 114, 222–235. https://doi.org/10.1016/j.compedu.2017.07.008
Check, J., & Schutt, R. K. (2012). Research Methods in Education. SAGE Publications, Inc. https://doi.org/10.4135/9781544307725
Chen, F., & Chen, G. (2024). Technology-Enhanced Collaborative Inquiry in K–12 Classrooms: A Systematic Review of Empirical Studies. Science & Education, 1(1), 1–43. https://doi.org/10.1007/s11191-024-00538-8
Coronado-Maldonado, I., & Benítez-Márquez, M.-D. (2023). Emotional Intelligence, Leadership, And Work Teams: A Hybrid Literature Review. Heliyon, 9(10), 1–19. https://doi.org/10.1016/j.heliyon.2023.e20356
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (P. A. Smith, Ed.; 4th ed.). Pearson.
Drageset, O. G., & Ell, F. (2024). Using positioning theory to think about mathematics classroom talk. Educational Studies in Mathematics, 115(3), 353–385. https://doi.org/10.1007/s10649-023-10295-0
Firmansyah, F. F., Aribowo, B. E., Damayanti, R., Sari, M. P., Sunardi, & Yudianto, E. (2020). The matthayom and senior high school student’s metacognition profile on solving pisa test shape and space content based on van hiele level. Journal of Physics: Conference Series, 1563(1), 1–9. https://doi.org/10.1088/1742-6596/1563/1/012049
Firmansyah, F. F., Sa’dijah, C., Subanji, & Qohar, Abd. (2024). Metacognition Strategic Use In Improving Students’ Geometric Thinking On Solving Pisa Test. AIP Conference Proceedings, 391–413. https://doi.org/10.1063/5.0195409
Firmansyah, F. F., Sa’dijah, C., Subanji, S., & Qohar, A. (2022). Characterizations of Students’ Metacognition in Solving Geometry Problems through Positioning Group Work. TEM Journal, 11(3), 1391–1398.
Flavell, J. (1976). Metacognitive Aspects of Problem Solving. The Nature of Intelligence. . Earlbaum Associates Inc.
Gustavsen, A. M., & Foshaug Vennebo, K. (2025). Group Discussions: An Active Learning Resource For School And Kindergarten Leaders? Educational Research, 67(1), 41–59. https://doi.org/10.1080/00131881.2024.2433958
Haataja, E., Dindar, M., Malmberg, J., & Järvelä, S. (2022). Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning. Learning and Individual Differences, 96, 1–13. https://doi.org/10.1016/j.lindif.2022.102146
Huda, N., Sutawidjaja, A., Subanji, S., & Rahardjo, S. (2019). Investigation of students’ metacognitive failures in mathematical problem solving based on metacognitive behavior. Journal of Physics: Conference Series, 1157(3), 1–6. https://doi.org/10.1088/1742-6596/1157/3/032102
Lewis-Kipkulei, P., Singleton, J., Small Singleton, T., & Davis, K. (2021). Increasing student engagement via a combined roundtable discussion and flipped classroom curriculum model in an OT and special education classroom. Cogent Education, 8(1), 1–18. https://doi.org/10.1080/2331186X.2021.1911284
Lobczowski, N. G., Lyons, K., Greene, J. A., & McLaughlin, J. E. (2021). Socially shared metacognition in a project-based learning environment: A comparative case study. Learning, Culture and Social Interaction, 30, 1–18. https://doi.org/10.1016/j.lcsi.2021.100543
Mestre-Segarra, M. Á., & Ruiz-Garrido, M. F. (2022). Examining students’ reflections on a collaborative online international learning project in an ICLHE context. System, 105, 1–15. https://doi.org/10.1016/j.system.2021.102714
Muhali, M., Yuanita, L., & Ibrahim, M. (2019). The Validity and Effectiveness of the
Reflective-Metacognitive Learning Model to Improve Studentsâ€TM Metacognition Ability in Indonesia. Malaysian Journal of Learning and Instruction, 16(2), 33–74. https://doi.org/10.32890/mjli2019.16.2.2
Nunaki, J. H., Damopolii, I., Kandowangko, N. Y., & Nusantari, E. (2019). The Effectiveness of Inquiry-based Learning to Train the Students’ Metacognitive Skills Based on Gender Differences. International Journal of Instruction, 12(2), 505–516. https://doi.org/10.29333/iji.2019.12232a
Palennari, M., Taiyeb, M., & Saenab, S. (2018). Profile of Students’ Metacognitive Skill Based on Their Learning Style. Journal of Physics: Conference Series, 1028, 1–5. https://doi.org/10.1088/1742-6596/1028/1/012030
Pereles, A., Ortega-Ruipérez, B., & Lázaro, M. (2024). The power of metacognitive strategies to enhance critical thinking in online learning. Journal of Technology and Science Education, 14(3), 831–843. https://doi.org/10.3926/jotse.2721
Rominger, C., & Schwerdtfeger, A. R. (2024). The misjudgment of interoceptive awareness: Systematic overrating of interoceptive awareness among individuals with lower interoceptive metacognitive skills. Consciousness and Cognition, 117, 103621. https://doi.org/https://doi.org/10.1016/j.concog.2023.103621
Smit, R., Hess, K., Taras, A., Bachmann, P., & Dober, H. (2023). The Role Of Interactive Dialogue In Students’ Learning Of Mathematical Reasoning: A Quantitative Multi-Method Analysis Of Feedback Episodes. Learning and Instruction, 86, 1–18. https://doi.org/10.1016/j.learninstruc.2023.101777
Steenkamp, G., & Brink, S. M. (2024). Students’ Experiences Of Peer Learning In An Accounting Research Module: Discussion Forums, Peer Review And Group Work. The International Journal of Management Education, 22(3), 1–13. https://doi.org/10.1016/j.ijme.2024.101057
Umamy, N. A., Sudirman, S., & Subanji, S. (2024). Analisis Pemosisian Siswa Pada Aktivitas Diskusi Dengan Berbantuan Perubahan Kelompok Di Sekolah Dasar. Muallimuna : Jurnal Madrasah Ibtidaiyah, 10(1), 1–11. https://doi.org/10.31602/muallimuna.v10i1.15467
Wang, Q. (2008). Student‐facilitators’ roles in moderating online discussions. British Journal of Educational Technology, 39(5), 859–874. https://doi.org/10.1111/j.1467-8535.2007.00781.x
Yassin, E. (2024). Examining the relation of open thinking, critical thinking, metacognitive skills and usage frequency of open educational resources among high school students. Thinking Skills and Creativity, 52, 101506. https://doi.org/https://doi.org/10.1016/j.tsc.2024.101506
Zhang, W., & Lian, R. (2024). The impact of reading metacognitive strategies on mathematics learning efficiency and performance: An analysis using PISA 2018 data in China. Acta Psychologica, 246, 104247. https://doi.org/https://doi.org/10.1016/j.actpsy.2024.104247
Published
2025-04-25
How to Cite
Firmansyah, F., Yudianto, E., Febrianto, E., Sulihah, N., & Budianto, T. (2025). Proses Metakognisi dalam Interaksi Siswa pada Diskusi Kelompok. Jurnal Cendekia : Jurnal Pendidikan Matematika, 9(2), 553-563. https://doi.org/10.31004/cendekia.v9i2.3964
Section
Articles
Copyright (c) 2025 Frenza Fairuz Firmansyah, Erfan Yudianto, Eko Yudi Febrianto, Nurfaizah Titisari Sulihah, Trio Rhoma Budianto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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