Influence Cognitive Strategies, Metacognitive Strategies And Experience Success In Mathematics Achievement Through Self-Efficacy In V Grade Elementary School In East Jakarta

Hendarti Permono, Rilla Sovitriana, Agus Djoko Santosa


Math learning achievement is one of the subjects that students often complain, because of various difficulties.  The V-class students already have completed math problems in story form, which involves basic but complex mathematical operations in the semantics. Cognitive skills are the skills to process information displayed by the existing knowledge.  The aim of this study was to test the theoretical model influence of cognitive and metacognitive strategies and the influence of mathematics to experience success in mathematics achievement through self-efficacy fit with the data. Metodology of this research we use Structural Equation Modeling (SEM) with measurement model and structural model.  Population was students in V grade Elementary School East Jakarta with 248 samples students. The results of the hypothetical model and the structural relations hypotheses are fit and significant, meaning the model is received. 

Keywords: Kognitif, Metakognitif, experience success of mathematics, self-efficacy.

JEL Classifications: A21, I21, I25


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