Differences in Metacognition and Mathematical Communication Ability Between Students Taught Using Problem Based Learning Model and Numbered Head Together Cooperative Learning Model at SMP Kartika I-2 Medan

Abstract

This research aims to know: 1) difference of metacognition ability of students taught using PBL model with NHT cooperative learning model, 2) difference of  mathematical communication ability of students' taught using PBL model with NHT cooperative learning model, 3) interaction between learning and students' early math ability to metacognition ability, 4) interaction between learning and students' early math ability to mathematical communication ability. This research type is quasi experiment. The population in this study were all students of class VII at SMP Kartika I-2 Medan, while two randomly selected samples were consisted of experimental class I and experiment II class consisting of 32 students. Data analysis was done with ANOVA two-way. The results of this study indicate that: 1) there are differences in metacognition ability of students’ taught using PBL model with NHT cooperative learning model; 2) there is difference of  mathematical communication ability students' taught using PBL model with NHT cooperative Learning model; 3) there is interaction between learning and students’ early math ability to metacognition ability, and 4) there is interaction between learning and students’ early math ability to mathematical communication ability.

Keywords: Differences, Metacognition Ability, Mathematical Communication Ability, Problem Based Learning Model, Number Head Together Cooperative Learning Model