Overall, students receiving soft skill-based metacognitive learning show significantly higher enhancement of mathematical problem solving ability than students receiving conventional learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The enhancement of MPSA for SSML students is significantly higher than for CL students overall (N-Gain 0.442 vs 0.313). → Murni 2013

Evidence¶

Murni 2013¶

Murni, A., Sabandar, J., Kusumah, Y. S., & Kartasamita, B. G. (2013). The Enhancement of Junior High School Students' Abilities in Mathematical Problem Solving Using Soft Skill-Based Metacognitive Learning. IndoMS-JME, Volume 4, No. 2, July 2013, pp. 194-203. https://jurnal.unila.ac.id/index.php/jme

q2 · i? · causal · r2

Quasi-experimental pretest-posttest control group study of 135 grade VII students in Pekanbaru; Table 1 reports overall N-Gain of 0.442 for PMSS versus 0.313 for PK, described as "Significantly SSML different from CL".

"This research result show that the enhancement MPSA give the description that soft skill-based metacognitive learning ( SSML) is better than conventional learning (CL) to enhance mathemati cal problem solving ability."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• There is no interaction between learning approach (SSML vs CL) and mathematical prior knowledge (upper, middle, low) on enhancement of MPSA — related
• There is no interaction between learning approach (SSML vs CL) and school level (high vs middle) on enhancement of MPSA — related
• The SSML advantage in MPSA enhancement is significant for middle-MPK students but not for upper- and low-MPK students — related