Muflihatun Khairuna Pasaribu

Muflihatun Khairuna Pasaribu, 081188830009. Implementation Metacognitive Approach To Improve Fifth Grade Elementary School Students' Skills Models Math Story Problem On The Subject Of Fractions. Thesis. Medan: Postgraduate School of State University of Medan, 2010

The purpose of this study are: (1) To identify the development of PQ4R metacognitive approach in expressing fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions, (2) To identify the application PQ4R metacognitive approach in revealing the skill of fifth grade elementary school students in modeling of math story problem on the subject of fractions, and (3) To know the improvement of fifth grade elementary school students' skill in modeling of math story problem on the subject of fractions through the application of PQ4R metacognitive approach.
This was an Class Action Research (CAR) carried out in elementary school of 060818 Jl. M. Nawi Harahap Medan. Subjects in this study were elementary school students in grade VA for academic years 2010/2011 as many as 47 people consisting of 19 boys and 28 girls. While the objects in this study were (1) The object that reflects the process of action PQ4R metacognitive approach and the devices are Lesson Plans, teaching materials, Student Activity Paper, observation sheets, and metacognitive strategies inventory, and (2) The object that reflects the product fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions and the ability of student metacognition. The data was obtained from the learning scenario, research observation sheets, math story problem modeling tests, and metacognitive strategies inventory.
This study consisted of 2 cycles of the first cycle consisted of 7 meetings and the second cycle consists of 3 meetings. Math story problem modeling tests done at the beginning and end of each cycle. The results of the study are: (1) Development PQ4R metacognitive approach can be used to reveal the fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions; (2) Application of PQ4R metacognitive approach can be used to reveal the ability of fifth grade elementary school students in modeling of math story problem on the subject of fractions; and (3) There is increasing fifth grade elementary school students' skills in modeling of math story problem on the subject of fractions through the application of PQ4R metacognitive approach. This is supported by the results of the study are: (a) The results of math story problem modeling test evaluation at the end of the first cycle are: average value = 51.36; the highest score is 84; the lowest score is 10; complete = 24 people; not complete = 23 people; and classical completeness = 51.06%, and (b) The results of math story problem modeling test evaluation at the end of the second cycle, namely: the average value = 77.23; highest score = 98; the lowest score is 20; complete = 41 people; not completely = 6 people, and classical completeness = 87.23%.
Based on the results of the study, the researchers recommend that: (1) math learning with metacognitive approach to learning as an alternative that is effective in improving students' skills in modeling of math story problem, (2) The results of this study can be used as input for the school to improve the quality and learning innovation, (3) The results of this study can be used as input for the teachers in an effort to improve teachers'ability to manage learning for students in the learning activity also increased, (4) Learning mathematics with metacognitive approach priority students to work independently. Therefore, teachers should strive to change the teacher-centered learning (teacher-oriented) to student-centered learning (student oriented), and (5) For further researchers are expected to adapt existing measures in this study and fix flaws in this study.

Keywords: PQ4R Metacognitive Approach, Models Math Story Problem’s Skill.