{'fraction_non_alphanumeric': 0.03710691823899371, 'fraction_numerical': 0.014465408805031447, 'mean_word_length': 5.574380165289257, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The enhancement of student's Mathematical connection ability and self-regulation learning with metacognitive learning approach in Junior High School

The Objective of this research is to examine the effects of Mathematics learning utilizing the group meta cognitive approach (GMCA), learning with classical meta cognitive approach (CMCA) as experimental groups, and the conventional learning (CL) as control group among students of public Junior High School 12 and 15 in Bandung. The research method which used is an experimental method with prior knowledge test, mathematical connection ability test, student's mathematical self regulation scale, learning observation sheet, student's feeling sheet after learning, interview manual, student profile, teaching material and field daily note and document as instruments. Data analysis analyses which are test- t, one-way ANOVA, and two-way ANOVA. The results show: 1) as a whole, MCA and self-regulation learning (SRL) of students getting GMCA and CMCA learning is significantly higher (29,045) and (26,857) than students of conventional learning (24,782). Nevertheless, MCA N-Gain of students getting GMCA learning is in medium category, whereas MCA N-Gain students getting CMCA learning and CL are included in low category, 2) There is no interaction between learning approach (GMCA, CMCA and CL) and school level toward MPA, and 3) There is interaction between learning approach and school level toward student's self regulation learning 4) There is no interaction between learning approach and mathematical prior ability (MPA) toward SRL.