Pembangunan dan validasi model pengajaran dan pembelajaran matematik berasaskan metakognitif

The purposes of this study was to develop and to validate a model of metacognitive-based teaching and learning of mathematics and to analyze phases how to utilize student metacognitive in solving algebra problems. There are two phases in developing a model of metacognitive-based teaching and learning of mathematics. Phase 1 consists of four stages, namely: a) preliminary study, based on theoretical basis and previous studies; b) model planning, which consists of instrument planning and component of teaching and learning, and also a model book; c) realization; d) model validity, tryout, and refinement. Meanwhile, phase 2 covers the implementation of the developed model and the study into the prosedures of metacognitive treatment. The results show that the development of a model of metacognitive-based teaching and learning is valid, practical, and effective. If the average number of the metacognitive treatment in solving algebra problem namely awareness, cognitive strategy, planning, and rechecking orderly reach 2.91; 2.98; 2.83 and 2,85, respectively with the total average of the aspect 2.89. Based on the findings, it is recomended that the yielded model: a) can be considered as an alternative model in the teaching and learning of algebra at Junior High School; b) provide the next researchers with opportunities to do studies on the model for both students at the same level with different points of view and those at different levels with different perspectives.