Keefektifan Pendekatan Metakognitif Ditinjau Dari Prestasi Belajar, Kemampuan Berpikir Kritis, Dan Minat Belajar Matematika

This study is aimed to describe the effectiveness of metacognitive approach, the effectiveness of conventional approach, and the effectiveness of the comparison between metacognitive approach and conventional approach according to learning achievement, critical thinking skill, and student\u27s interest in learning mathematics. This study was a quasi experiment whose object was all the 8th graders of State Junior High School 3 Banguntapan. The instrument to collect the data was a test to indicate the learning achievement and critical thinking skill, and also a questionnaire to reveal student\u27s interest in learning mathematics. The data were analyzed using the proportion test with normal approach. The results of the study indicate that the metacognitive approach is effective according to learning achievement and student\u27s interest in learning mathematics but ineffective according to critical thinking skill. The conventional approach is ineffective according to learning achievement and critical thinking skill, but effective according to student\u27s interest in learning mathematics; the metacognitive approach is more effective than conventional approach according to learning achievement and critical thinking skill but less effective than conventional approach according to student\u27s interest in learning mathematics