The use of CORE model by metacognitive skill approach in developing characters

junior high school students

Dahlia Fisher, Poppy Yaniawati, and Yaya Sukjaya Kusumah

Citation: AIP Conference Proceedings 1868, 050010 (2017);

View online: https://doi.org/10.1063/1.4995137
View Table of Contents: http://aip.scitation.org/toc/apc/1868/1
Published by the American Institute of Physics

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 The Use of CORE Model by Metacognitive Skill Approach
in Developing Characters
Junior High School Students
Dahlia Fisher1,2,a) and Poppy Yaniawati2,b), Yaya Sukjaya Kusumah3,c)

1
Doctoral Student Department of Mathematic Education, Postgraduate School, Indonesian Education University
Jl. Setiabudi No. 229 Bandung, Jawa Barat 40154, Jl. Tamansari No. 6-8 Bandung 40116
2
Pasundan University Bandung
3
Department of Mathematic Education, Postgraduate School,
Indonesian Education University
a)
fisher_dahlia@yahoo.com
b)
pyaniawati@unpas.ac.id
c)
yskusumah@upi.edu

Abstract, This study aims to analyze the character of students who obtain CORE learning model using metacognitive
approach. The method in this study is qualitative research and quantitative research design (Mixed Method Design) with
concurrent embedded strategy. The research was conducted on two groups: an experimental group and the control group.
An experimental group consists of students who had CORE model learning using metacognitive approach while the control
group consists of students taught by conventional learning. The study was conducted the object this research is the seventh
grader students in one the public junior high schools in Bandung. Based on this research, it is known that the characters of
the students in the CORE model learning through metacognitive approach is: honest, hard work, curious, conscientious,
creative and communicative. Overall it can be concluded that CORE model learning is good for developing characters of
a junior high school student.

INTRODUCTION

Mathematics is a science that plays an important role in preparing qualified human resources, character, and
capable competent in the development of science and technology. In line with the importance of building a civilization
through education imbued with noble values of the nation, one with character education. Under the law No. 20 of
2003 on National Education System in section 3 mentioned national education serves to develop the ability and
character development and civilization of the nation's dignity in the context of the intellectual life of the nation, is
aimed at developing students' potentials in order to become a man of faith and fear of God Almighty , noble character,
healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and accountable.
Character education to be comprehensive to use all aspects of the school as an opportunity for character
development. Thus schools play an important role in the formation of student character as a driving force to facilitate
the development of national character.
Kagan in Samani [18]cites a number of statistics regarding the number of juvenile delinquency as follows:

1. 180,000 students play truant every day for fear of violence and bullying (bullies)
2. More than one in three students report that they are not safe at school.

The 4th International Conference on Research, Implementation, and Education of Mathematics and Science (4th ICRIEMS)
AIP Conf. Proc. 1868, 050010-1–050010-23; doi: 10.1063/1.4995137
Published by AIP Publishing. 978-0-7354-1548-5/$30.00

050010-1
 3. 83% of students are female and 60% male students had been sexually abused at school be touched, pinched
and fondled.
4. 54% of middle school students and 70% of high school students admitted to cheating in the exam the previous
year.
5. 47% of high school students admitted they stole shoplifting in a supermarket during the past 12 months.
6. If in 1950, among adolescents aged 14-17 years is less than 0.5% were detained by police, in 1990 has
increased to more than 13%.
Schwartz [18] said that character education is proven to help create the feeling of being members of the school
community. Many studies prove that by creating classroom and school community that enhances the affinity of the
students to the school, can increase the number of student attendance and lower dropout rates. With the following
explanation:
1. The character education to help students achieve success in school and in life Character education helps the
students are ready to respond to the challenges of life
2. Character education helps increase prosocial behaviors and decrease negative attitudes and behavior of
students.
3. The people (in this case the whole of the school community) who say that they are concerned about values, it
is preferred to act based on these values.
4. Education character makes teaching easier and learning take place more efficiently
5. Indonesian Corruption Watch (ICW) revealed during 2011 corruption lot of background comes largely from
civil servants (PNS). Suspect background of civil servants ranks top with the number 239 followed by the
director or head of a private company with 190 people, as well as members of the DPR/DPRD by the number
of 99 people.

Character education aims to improve the implementation and results of school education towards achieving the
formation of character and noble character of learners as a whole, integrated and balanced, appropriate competency
standards. Through character education, junior high school students are expected to be able to independently increase
and use knowledge, study and internalize and personalize the character values and noble character so manifest in
everyday behavior.
Based Competency Standards there are some indicators of achievement SMP character values possessed by junior
high school students are as follows:
1. Demonstrate an attitude of confidence
2. Search and apply information from the surrounding environment and other sources logically, critically and
creatively;
3. Demonstrated ability to think logically, critical, creative, and innovative;
4. Demonstrated ability to learn independently according to their potential;
5. Demonstrated ability to analyze and solve problems in everyday life;
6. Applying the values of togetherness in the community, the nation, and the state in order to achieve unity
within the unitary Republic of Indonesia;
7. Appreciate the job duties and have the ability to work;
8. Communicate and interact effectively and politely;
9. Understand the rights and obligations of ourselves and others in the association in the community;
Appreciating the differences of opinion;
10. penchant Indicates read and write a short script is simple;
11. Demonstrate skills of listening, speaking, reading, and writing in Indonesian and English simple;
12. Mastering knowledge necessary to follow secondary education;

Meanwhile, in the direction and character of education policies and priorities emphasized that character education
has become an integral part of efforts to achieve national development vision set out in the Long-Term Development
Plan 2005-2025. Related to that to carry out the functions and purpose of the character education has been published
Permendiknas No. 23 of 2006 concerning the Graduate Competency Standards (SKL). When examined in depth, in
fact almost every SKL formulation implicitly or explicitly, either at SKL Elementary school, Junior High School,
Senior High School and vocational, substance load value / character.
Character formation of the students do activities during the learning. Through the activities at the time of the
study are expected to enhance the learning experience so that the learning process would be more meaningful for
students.

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 Problems that arise may be related to daily life or related to other disciplines, both in the field of mathematics
itself or in other fields. Problems that arise may be completed by students who have a high interest to solve and have
good problem-solving skills, but if students do not have good problem solving skills will it affect the understanding
of the concept possessed by students, because between understanding the concept and problem solving are closely
related. So the student may understand the concept, but he is weak in finding ideas to solve a problem, or otherwise,
he has ideas to solve the problem but the concept of understanding is less or even both less. Therefore, conceptual
understanding is also an important part ofsolving a problem. Learning problem solving is essentially learning to think
or learning to reason, thinking and reasoning applying the knowledge gained to solve new problems never before
found by Kusumah [30]
In the cognitive development of students, there are two factors that influence the internal and external factors.
Both factors according to Russeffendi [26] include students' intelligence, student talent, learning ability, student
interest, material presentation model, personal and teacher attitudes, learning atmosphere, teacher competence, and
wider community condition. Thus these factors are very influential on the cognitive development of a person,
especially external factors, therefore the teacher can create a learning process that can provide opportunities for
students to participate actively in the learning process so that the motivation appears in students to learn.
At the time of teaching and learning attitudes toward the subject of mathematics is one important factor that can
determine the success of students in learning mathematics. This attitude refers to the mental status of students who
can be both positive and negative. In line with this, Ruseffendi [26] says that students who take the lessons seriously,
complete the task well, participate actively in the discussion, do the tasks of the house conscientiously and finished
on time and respond well to the challenges that come from the field Studies, it show that students are spirited or
positive toward the field of study. Student attitudes toward the lessons are closely related to the Development of
Cultural Education and Character of the Nation, which in that attitude contained the values of the character of the
students that must be developed.
One of the learning activities in mathematics that can develop student character is by using CORE Model
(Connecting, Organizing, Reflecting, Extending) through Metacognitive Skills Approach. With Connecting, students
are invited to connect new knowledge to be learned with prior knowledge. Organizing takes students to organize their
knowledge. Then with Reflecting, students are trained to be able to explain back the information they have acquired
and Extending, students can expand their knowledge during the discussion.
Student cognitive growth is the best maintenance in a social environment where students participate actively
where they are helped to reflect on what they learn. For teachers, by developing a reflective classroom where students
build new knowledge and learn to manage their own learning, they of course still need teachers to expand class
discussions.
Metacognition deals with people's knowledge of their own thinking processes. According to Brown 1980, 1986,
1987 [8] metacognition includes two dimensions: (1) cognitive knowledge, and (2) cognitive regulation. Cognitive
knowledge is related to what we know; While cognitive regulation is concerned with how we regulate cognition.
Knowledge of cognition includes three components: (1) declarative knowledge relates to knowledge of ourselves as
learners and what factors influence our performance; (2) procedural knowledge related to strategy; (3) conditional
knowledge is concerned with knowing when or why to use a strategy Jacob [8]. The findings reveal that the learning
training program enhances the development and use of metacognitive knowledge among elementary-aged children
Jacob [8].
Jacob)[8] concludes the findings in training programs on cognition from several studies can be summarized as
follows: (1) adolescents can only have a limited amount of metacognitive knowledge on their settlement;
metacognitive knowledge improves performance, metacognitive knowledge can be improved when trained steadily
for adolescent students; (2) intelligence and knowledge encourage metacognitive knowledge to increase rather than
expected; So that teachers can create training conditions for their less successful students when necessary; (3) it is
necessary to balance between students who have metacognitive awareness for those with low ability and insufficient
knowledge; (4) develop specific metacognitive skills that can be useful for students who are trying to learn content
that they do not like Jacob [8].
In the CORE model students discuss to connect new knowledge with what they already know, construct
knowledge, improve thinking ability and help expand their knowledge. Correspondingly, Calfee et al. [8] says that
there are four things discussed in the CORE model of learning: First, the discussion determines the connection to
learning. Second, discussion helps organize knowledge. Third, a good discussion can improve reflective thinking and
Fourth, discussions help broaden students' knowledge. Thiswill generate motivation and knowledge that will produce
meaning and understanding in learning. Thus learning with CORE model is expected to be useful for efforts to improve

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the process of learning mathematics in an effort to improve students' mathematical reasoning abilities. With these
capabilities are expected to have some characters that can be developed.
Miller & Calfee [8] in his Study of Read-Write Cycle Project entrusted the CORE model as the basic or foundation
in his study since the model consisted of consistency with the cognitive approach strategy.
Student's mathematical ability is a key aspect in developing the creative ability. Children who have good
mathematical skills will tend to be more responsive to the problems around them and children are invited, to be honest
to express their ideas, explaining their ideas to friends. That is what will shape the character of junior high school
students.
Piaget 1973 in Anwar [1] states that students learn by doing, speaking and reflecting based on their actions. They
construct mathematical knowledge using concrete objects and natural situations. Learning activities of CORE model
through metacognitive approach in Junior High School mathematics learning can improve the ability of mathematical
reasoning. With these capabilities there are several characters that can be developed that is hard work, honest,
communicative, creative, conscientious, and curiosity.
From the description above, the authors are interested to examine "The Use of CORE Model by Metacognitive
Skill Approach in Developing Characters Junior High School Students".
Based on the description on the background above, then the problems in this study are: 1) Are there differences
in the character of students who learn with CORE model through metacognitive skills approach and students learning
with conventional model? 2) Will Mathematical Learning with CORE Models Through a Metacognitive Skills
Approach Develop Students’ Character?
Based on the above problems, the purpose of this study is to analyze: 1) to examine and describe differences in
the character of students who study with CORE model through metacognitive skills approach and students learning
with conventional model? 2) Review and describe Student Character in Mathematics Learning with CORE Model
through Metacognitive Skills Approach.

THEORETICAL FRAMEWORK

CORE Model (Connecting, Organizing, Reflecting and Extending)

The CORE model needs to be taught to students in mathematics learning because its meaning includes four things:
(1) you do and you are experienced, (2) you reflect on your experience; For example, 'what are you studying?', 'What
are you thinking?', (3) You conceptualize new views and use them to describe a more conception of the question
material and (4) you experiment with your revision theory and look for the bait Behind a new one. The main objective
is to teach and train students for self-reflection as an important component of their action strategy in the context of
education, employment, and so on [8].
CORE is one of the learning models based on constructivism theory that students must be able to construct their
own knowledge, through self-interaction with their environment. Connecting means connecting, this needs to be
applied to the student because in the good case, the student will remember the information and use his metacognitive
knowledge to connect and construct his ideas. Organizing is required by the student to organize the information which
obtains. With the discussion, it will help students in organizing knowledge. In this regard, Katz & Nirula [8] states
about how one organizes their ideas and whether the organization helps to understand the concept. Therefore,
organizing is indispensable in teaching and learning process. Reflecting is the stage where students think deeply about
the concepts they are learned. Sagala [8]) argues that reflection is a way of thinking backward about what has been
done in terms of learning in the past. The student deposits what he or she just learned as a new knowledge structure,
which is an enrichment or revision of prior knowledge. Students express what they have learned in the form of
inferences. With this process can be seen the ability of students to explain the information they have gained and it will
be seen that not every student has the same ability. Extending is a stage where students can expand their knowledge
of what has been gained during the learning process takes place. Expansion of knowledge is, of course to be adapted
to the conditions and abilities of students. Guthrie [8] suggests that students' declarative and procedural knowledge is
expanded rapidly so that they examine answers to questions they have; Metacognitive knowledge increases so they
engage in a discussion strategy to get information from their friends and teachers and to try to explain their findings
to their classmates.
The syntax of learning with the CORE model is as follows: (C) old and interdisciplinary information, (O)
organizational ideas for understanding material, (R) rethinking, exploring, and exploring; (E) developing, expanding,
using, and find.

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 Metacognitive
Metacognitive is an adjective of metacognition. Metacognition is a term used by John Flavell in 1979.
Metacognition arises from the contemplation of psychologists on the conditions in which they desire to know why
some people learn and remember more than others. The term metacognition has the root word "meta" and "cognition".
Meta comes from the Greek word meaning "after" or "beyond" and cognition includes skills related to thought
processes [8]. Metacognition is "cognition about cognition" or "knowing about knowing". In general, cognition is
defined as what is known and thought by someone. The students' metacognitive knowledge and skills are significantly
related to classroom performance and academic achievement.
Metacognitive consists of metacognitive knowledge and metacognitive activity. Metacognitive knowledge
involves monitoring and reflecting on one's mind at the present moment. This includes factual knowledge, such as
knowledge of tasks, goals or self, and strategic knowledge, such as how and when to use specific procedures for
solving problems. Metacognitive activity occurs when students consciously adjust and manage their thinking strategies
when solving problems and thinking about goals [8] Metacognition has advantages in which one tries to reflect on the
way of thinking or contemplating the cognitive processes it performs. Thus activities such as planning how approaches
will be provided in learning tasks, monitoring ability and evaluating plans in order to carry out tasks are the basic
properties of metacognition.
One of the efforts to cultivate students' cognitive awareness is to provide direction for students to ask themselves.
This is done so that students can monitor their understanding of what they are learning. Students will ask themselves,
do they understand what they are learning or thinking ?. With this metacognitive process students are expected to
monitor their understanding of what they are learning, and then students ask themselves whether they understand
something they are learning or are thinking about, so that students will realize their strengths and limitations in
learning. This means that when students know the error, then they are aware to admit that they are wrong and trying
to fix it.
Haller, Child and Wulberg [8] summarize metacognition by describing it in three aspects of activity:
1. Awareness (recognizing any implicit or explicit information).
2. Monitoring (questioning yourself and outlining it with your own Words for simulation understand).
3. Regulation (comparing and differentiating more possible solutions in problem solving).

Learning with a Metacognitive Skills Approach

Learning with metacognitive skills approach is a learning in the effort of student cognition awareness.
Metacognitive skills play a role to guide students in realizing and controlling the process of interaction in their
thinking. Internally students will build knowledge by interprets ideas in their minds based on the initial knowledge
they have. While the external students build knowledge through interaction with the environment including with his
friends to achieve a more perfect understanding. The metacognitive concept proposed by Biryukov [30] refers to the
thought of what one knows to be called metacognitive knowledge, what a person can do called metacognitive skills
and what one knows about his metacognitive abilities called metacognitive experiences.
Suzana [30] defines learning with a metacognitive skill approach as a lesson that instills awareness of how to
design, monitor, and control what they know; What it takes to do and how to do it. Learning with a metacognitive
approach focuses on student learning activities; Help and guide students if there are difficulties; As well as helping
students to develop what self-concept is done while learning math.
The learning procedure with the metacognitive skill approach adopts the Mayer model [30] by presenting the
learning in three stages with the following details:

1. The first stage of the initial discussion, the teacher explains the purpose of the topic being studied. The
concept planting takes place by answering the questions listed in the teaching materials. Students are guided
to instill awareness and confidence by asking themselves when answering any questions that exist in teaching
materials or questions asked by the teacher so that students have confidence that the problem can be solved
and have the intuition that the problem can be solved in certain ways.
2. The second stage, students work independently to complete the exercise questions provided. Teachers give
feedback individually (feedback), around guiding students in solving problems by providing stimulus
questions such as metacognitive questions, for example to control and monitor the thinking process of
students. The influence of metacognitive reciprocity leads students to focus on mistakes and instructs students

050010-5
 to self-correct, control and monitor their thought processes and can retain and reuse the ideas that have been
found to solve the given problems.
3. The third stage is reflection and summary. Reflection is done by teachers and students. Teacher reflection
leads to more consolidation and broader application so that students get meaningful learning, student
reflection is more directed to what he has understood from learning and the possibility of application in a
wider problem. Next, make a summary of the students themselves which is a recapitulation of what has been
done in the classroom by answering the questions asked by the teacher.
Based on the theoretical studies described above, learning with the CORE model was developed to link,
organize, describe and convey the knowledge that existed in the minds of the students and expand their
knowledge through discussions conducted during the teaching-learning process while the metacognitive
skills approach ignored the allegations Thinking about what one knows is called metacognitive knowledge,
what one can do is called metacognitive skills and what one knows about his metacognitive abilities called
metacognitive experiences.

Character Education
The Law of the Republic of Indonesia number 20 of 2003 on National Education system (UU Sisdiknas) formulates
the functions and objectives of national education that should be used in developing educational efforts in Indonesia.
Article 3 of the National Education Law states, "National education functions to develop and form the character and
civilization of a dignified nation in order to educate the nation's life, aiming for the development of potential learners
to become human beings who believe and cautious to God Almighty, morally good, healthy, Knowledgeable, Capable,
creative, independent, and become a democratic and responsible citizen ".
Narvaez in Anwar [1], the dilemma that faces teacher education educator immanent to education and teaching
should be transparent, Intentional and public. A dilemma facing the teacher in receiving character education which
lies in a hidden curriculum and the need for an open and conscientious commitment to teaching in the school aspects.
Cultural education and the character of the nation is the development of values derived from the perspective of life
or ideology of the Indonesian nation, religion, culture, and values formulated in the goals of national education. Culture
is defined as the whole system of thinking, values, morals, norms, and beliefs (beliefs) of human beings produced by
society. Character is the character, character, morals, or personality formed by the internalization of virtues that are
believed and used as the basis for the worldview, thinking, acting and acting. Virtue consists of a number of values,
morals, and norms, such as honest, courageous, trustworthy, and respectful to others. The interaction of a person with
others fosters the character of society and the character of the nation. The function of education and character of the
nation are as follows:

Enhance the
Develop the basic civilization of a
Strengthen and
potential for a competitive nation
build behavior. in the association of
kindness.
the world.

FIGURE 1. Nation Character Education Function

Source, Curriculum Center Balitbang Kemendiknas (2010)

Values in Cultural Education and Nation Character According to the Guidelines for the Development of Cultural
Education and National Character of the Ministry of National Education Kemendiknas [9].

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 6. Religious 5. Honest 4. Tolerance 3. Discipline 2. Hard Work 1. Creative

10. Independent
9. Curiosity 7. Democratic 8. National 11. Love the 12. Appreciate
Spirit Homeland Achieveme

18. Friendly/Co 17. Love 16. Love to 15. Environmental 14. Social Care 13. Responsibil
mmunicativ Peace Read Care ities

FIGURE 2. Values in Cultural Education and Nation Character

Source, Curriculum Center Balitbang Kemendiknas

Definition of Character
Character According to the Guidelines for the Development of Cultural Education and National Character of the
Ministry of National Education Puskur, Balitbang [9] is the character, behaviour, morality, or personality formed from
the internalization of virtues that are believed and used as the basis for the worldview , thinking, behave, and acting.
Virtue consists of a number of values, morals, and norms, such as honest, courageous, trustworthy, and respectful to
others. The interaction of a person with others fosters the character of society and the character of the nation. Therefore,
the development of the character of the nation can only be done through the development of one's individual character.
However, since humans live in certain social and cultural environments, the development of one's individual character
can only be done within the social and cultural environment.
Stages of Character Development
Development or character building is believed necessary and important to be done by schools and stakeholders to
be a foothold in the implementation of character education in schools. Throughout the history of human culture,
Thomas Lickona in Anwar [1] states that the purpose of moral education is: to help learners become smart and make
learners be good. In other words, the purpose of character education is basically to encourage the birth of good children
(human kamil). Growing and developing a good character will encourage learners to grow with the capacity and
commitment to do the best things and do everything right and have a purpose in life.
Character is developed through the stage of knowledge (knowing), implementation (acting) and habit (habit).
Character is not limited to knowledge alone. A person who has good knowledge is not necessarily able to act in
accordance with his knowledge, if not trained (become habitual) to do good. Characters also extend to areas of emotion
and habit. Thus required three components of good character (component of good character) that is moral knowing
(moral knowledge), moral feeling or emotional (strengthening emotions) about moral, and moral action or moral deeds
Kemdiknas [9]. This is necessary for learners and or other school children involved in the education system to
understand, feel, live, and practice moral values.

Character Values through Learning Activity of CORE Model with Metacognitive

Approach
Some character values that can be developed through the Learning Activity of CORE Model with Metacognitive
Approach for Junior High School students include:
1. Honest, behavior based on an attempt to make himself / herself a person who can always be trusted in words,
actions, and work. According to Zubaedi [31]that through mathematics can be instilled honesty attitude.
Students are taught not to miscalculate their operations, do not let manipulation of data that is currently very
vibrant and has become a trend in our country with the mark-up and corruption. Mathematics teachers can
touch the minds and the hearts of students about the dangers of corruption that became one of the causes of
this nation.
2. Hard work, is a behavior that shows genuine efforts in overcoming barriers to learning, tasks and complete
tasks as well as possible. Zubaidi [31] that the character of hard work can be categorized to Mujahadah is all
forms of effort that always based on sincerity, hard work, persistence and in the form of struggle.

050010-7
 3. Curious, is an attitude and action that always seeks to know more deeply and extends from something that
is learned, seen, and heard.
4. Communicative, an action that shows the pleasure of talking, socializing, and cooperating with others.
5. Creative, Thinking and doing something to produce new ways or results from something you already have.
6. Conscientious, an attitude of caution, precision, sincerity in doing the task.
The characters mentioned above are also associated with the ability of mathematics is the ability of
mathematical reasoning. With enhanced reasoning ability is expected to honest character, hard work,
curiosity, conscientious, creative and communicative can be developed in students.
Lickona in Zubaidi [31] (in Zubaedi 2011: 214) character education is very suitable presented with the format of
cooperative learning (cooperative learning). This realizes characteristic character education that is more focused to
build people who can live socially with the social skills (soft skill) they have. Teaching with cooperative learning
model, Lickona said, will enable educators to teach the values of character and academic simultaneously.

Assessment of Student Character

Assessment of the attainment of cultural values and character can also be addressed to learners based on multiple
indicators. For example, the indicator for an honest score in a semester is defined by "telling the true feeling about
what is seen/ observed/studied/perceived" then the educator observes (in various ways) what a learner is honestly
represented his or her feelings. It may be that the learner expresses his feelings verbally but can also be done in a way
that may have gradations of feelings that are not unlike the general feelings of his classmates to even those that
contradict the general feelings of his classmates. Assessment is done continuously, every time educators are in class
or in units of formal and non-formal education. Anecdotal note model (note made by educator when seeing any
behavior related to value developed) can always be used by the educator. In addition, educators can also provide tasks
that contain an issue or event that provides an opportunity for learners to show the value it has. For example, learners
are asked to state their attitudes toward helping lazy people, providing assistance to miserly people, or other non-
controversial matters to those that may invite conflict with them.
From the observations, anecdotal records, tasks, reports, etc. educators can give conclusions/considerations about
the achievement of an indicator or even a value. These conclusions/considerations can be expressed in qualitative
statements and have meaning in the process of character building as follows.
BT (Belum Terlihat): Not yet seen, if the learners have not shown the initial signs of behavior expressed in
the indicator because they have not understood the meaning of that value (Anomi Stage)
MT (Mulai Terlihat): Begin Visible, if learners have started to show signs of early behavior expressed in the
indicator but not yet consistent because there is already understanding and get the strengthening of the nearest
environment (Heteronomi Stage).
MB (Mulai Berkembang): Begin Developing, if learners have shown various signs of behavior expressed in
the indicator and start consistently because in addition there is already understanding and awareness also get a
strengthening of the nearest environment and wider environment (Socio-Economic Stage).
MK (Membudaya): Culture, if learners continuously show the behavior expressed in the indicator
consistently because in addition there is already understanding and awareness and get the strengthening of the nearest
environment and the wider environment has grown maturity morale (Autonomy Stage).
According to Blackham and Silberman) there are six steps of change or the formation of behavior, namely:
1. Formulate and state operationally the behavior to be changed. The formulation of behavior should describe
behavior that can be measured or observed.
2. Determine the level of operant or change be achieved. The level of change should be calculated frequency or
magnitude.
3. Plan carefully the learning situation so that it is clearly illustrated the expected behavior.
4. Identify reinforcement that can be given, positive or negative reinforcement, primary or secondary
strengthening.
5. Give or do reinforcements or exercises to strengthen the formation of the expected behavior.
6. Conduct evaluation or recording of whether the expected behavior has been established or not.

050010-8
 METHODOLOGY
The method used in this study is a mixed method. Variabel research is a condition observed by researchers, and
in this study using several variables, namely:
1. Independent variables, namely learning CORE model and conventional learning
2. The dependent variable, the character of the learners in the learning.
The instrument used in the research is an observation sheet in the form of anecdotal record or recording of
student activity during learning. The data analyzed is quantitative data in the form of the average result of character
of student's character.

RESULT AND DISCUSSION

The data collected during the study consisted of the average of student character in the learning. Observation is done
to know the character values of students during the learning process Mathematics in the experimental class and control
class. In this study the character of students who are observed in the process of learning Mathematics is honest, hard
work, curiosity, communicative, conscientious, and creative. This is seen from the student activities undertaken during
the learning process Mathematics. Activity observation results that reflect the character values of students can be seen
in Table 1 and Table 2 below:

TABLE 1. Result of Observation of Experiment Class Character

No Character Indicator Meeting to (%)
1 2 3 4 5 6 7 8
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11)
1 Honest 1.Not 20 27 30 28 31 32 30 33
Cheating or
Being 55,36 75,00 83,33 77,78 86,11 88,89 83,33 91,67
Plagiarism in
Working on
Each Task
Mathematics
2.Express 7 9 12 6 7 10 20 26
opinions 19,44 25,00 33,33 16,67 19,44 27,78 55,56 72,22
without
hesitation on
a subject of
discussion
2 Hard work 1.Working all 33 25 30 31 30 32 33
class 24
assignments
completed 66,67 91,67 69,44 83.33 86.11 83.33 88.89 91.67
well on time
set
2. Not Easy to 13 17 10 18 23 20 25 26
Give Up the 36.11 47.22 27.78 50.00 63.89 55.56 69.44 72.22
Problem
Facing
Problems
Considered
Difficult
During the
Learning
Process
3.Not despair 9 8 12 15 16 13 10 11
in the face of 25.00 22.22 33.33 41.67 44.44 36.11 27.78 30.56
adversity and
face problems

050010-9
 in doing
maths
3 Curiosity 1.Asked the 14 14 20 25 30 17 18 18
teacher or a 38.89 38.89 55.56 69.44 83.33 47.22 50.00 50.00
friend of the
subject matter
of
mathematics

2.Seek from 7 6 7 6 6 8 9 9
the source to 19.44 16.67 19.44 16.67 16.67 22.22 25.00 25.00
learn about
concepts/issu
es
learned/found
3.Attempting 8 6 10 7 7 8 8 8
to find a more
challenging 22.22 16.67 27.78 19.44 19.44 22.22 22.22 22.22
problem
4 Communicati 1.Provide a 12 9 12 12 19 19 24 24
ve response or 33.33 25.00 33.33 33.33 52,78 52,78 66.67 66.67
ideas or
explanations
of questions
related to the
material
being studied
2.Interaction 22 27 30 25 26 26 27 30
with friends, 61.11 75.00 83.33 69.44 72.22 72.22 75.00 83.33
discussing
mathematical
tasks given by
the teacher
3.Participatio 24 26 26 25 20 30 30 31
n in the group 66.67 72.22 72.22 69.44 55.56 83.33 83.33 86.11
while
studying
mathematics
5 Conscientious 1.Working on 20 22 23 24 27 28 30 32
a regular 55.56 61.11 63.89 66.67 75.00 77.78 83.33 88.89
basis, a
detailed and
orderly in
doing all the
math
assignment
6 Creative 1.Proposes 6 7 10 30 29 15 21 20
with regard to 16.67 19.44 27.78 83.33 80.56 41.67 58.33 55.56
a subject
2.Asked 6 6 8 10 12 12 19 23
about the 16.67 16.67 22.22 27.78 33.33 33.33 52.78 63.89
application of
a theory that
is being
studied
TABLE 2. Results of Control Class Character Observation

050010-10
 Meeting to (%)
No Character Indicator
1 2 3 4 5 6 7 8
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11)
1 Honest 1. Not Cheating 15 20 23 25 31 30 27 32
or Being
Plagiarism in
Working on 41.67 55.56 63.89 69.44 86.11 83.33 75.00 88.89
Each Task
Mathematics
2. Express 3 5 5 6 8 12 12 15
opinions without
hesitation on a
8.33 13.89 13.89 16.67 22.22 33.33 33.33 41.67
subject of
discussion
2 Hard work 1.Working all 10 10 12 12 12 20 20 20
class
assignments
27.78 27.78 33.33 33.33 33.33 55.56 55.56 55.56
completed well
on time set
2. Not Easy to 3 5 6 6 8 8 8 10
Give Up the
Problem Facing
Problems
Considered 8.33 13.89 16.67 16.67 22.22 22.22 22.22 27.78
Difficult During
the Learning
Process
3.Not despair in 3 3 3 4 4 5 5 8
the face of
adversity and
8.33 8.33 8.33 11.11 11.11 13.89 13.89 22.22
face problems in
doing maths
3 Curiosity 1.Asked the 5 8 10 15 17 16 16 18
teacher or a
friend of the
13.89 22.22 27.78 41.67 47.22 44.44 44.44 50.00
subject matter of
mathematics
2.Seek from the 8 8 6 6 5 8 10 10
source to learn
about
22.22 22.22 16.67 16.67 13.89 22.22 27.78 27.78
concepts/issues
learned/found
3.Attempting to
find a more 4 3 6 7 7 8 8 8
challenging
problem 11.11 8.33 16.67 19.44 19.44 22.22 22.22 22.22
4 Communicative 1.Provide a 3 3 3 6 8 8 8 10
response or
ideas or
explanations of
8.33 8.33 8.33 16.67 22.22 22.22 22.22 27.78
questions related
to the material
being studied
2.Interaction 15 16 15 15 17 16 18 20
with friends,
discussing
mathematical 41.67 44.44 41.67 41.67 47.22 44.44 50.00 55.56
tasks given by
the teacher

050010-11
 Meeting to (%)
No Character Indicator
1 2 3 4 5 6 7 8
(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11)
3.Participation 3 3 3 6 8 8 8 10
in the group
while studying 8.33 8.33 8.33 16.67 22.22 22.22 22.22 27.78
mathematics
5 Conscientious 1.Working on a 20 20 27 27 28 28 28 28
regular basis, a
detailed and
orderly in doing 55.56 55.56 75.00 75.00 77.78 77.78 77.78 77.78
all the math
assignment
6 Creative 1.Proposes with 15 15 18 22 28 27 26 28
regard to a
41.67 41.67 50.00 61.11 77.78 75.00 72.22 77.78
subject
2.Asked about 3 3 6 8 12 12 15 19
the application
of a theory that is 8.33 8.33 16.67 22.22 33.33 33.33 41.67 52.78
being studied

Based on the results of data that has been presented previously, the following will be described description
and interpretation of research data.

1. To see the difference of data groups from students studying with CORE model through metacognitive skill
approach and students studying with conventional model, Chi-Square test is used
TABLE 3. Case Processing Summary

TABLE 4. Class*Character Crosstabulation

TABLE 5. Chi Square Tests

Interpretation

050010-12
 - The important information obtained from the first output above is 100% valid data
- The second output "count" presents data such as data on the problem
- The third output is the result of homogeneity test (chi-square test)
i. Ho: The Experiment Class and Control Class have the same data group
Ha: The Experiment Class and Control Class have unequal data groups
ii. The confidence level used is 95%, meaning 5% significance level or α = 0.05
iii. Area criticism: Ho denied, if the value of Asymp. Sig (2-sided) <0.05
iv. Statistic calculation
Based on the above output, the value of Asymp is obtained. Sig (2-sided) Pearson Chi-square is 0.039
v. Conclusion
0.039 <0.05 or is in the critical area (Ho's rejection area). Thus, Ho is rejected, so it can be concluded
that the Experiment Class and Control Class have different data groups or it can be said that there are
significant differences in the data groups studied with the Core Model and students learning the
Conventional model

2. The result of the percentage of the character values of students studying with the CORE model through the
metacognitive skill approach, analyzed and made graphs to facilitate read the values that appear. Here is an
explanation of the results of observation:

Honest

To see this honest character there are some things observed among them: not cheating or plagiarism in doing every
task Mathematics, express opinions without a doubt about a subject of discussion.

Not Cheating or Being Plagiarism in Working on Each

100.00 Task Mathematics
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 3. Not Cheating or Being Plagiarism in Working on Each Task Mathematic

Based on Table 1 and Fig. 1, neither cheating nor plagiarism in doing every task Math tends to increase. This is
closely related to the material described. The lowest percentage at the first meeting was 55.36% based on criteria
including many learning activities. Activity at the second, third, fourth, fifth, sixth and seventh meetings included
many categories, namely 75.00%, 83.33%, 77.78%, 86.11%, 88.89%, and 83.33%. Eighth meeting is not cheat or
plagiarism in doing every task Mathematics can be followed by 91,67% student.

050010-13
 100.00
Express opinions without hesitation on a subject
90.00 of discussion
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 4. Express opinions without hesitation on a subject of discussion

Speaking without a doubt about a subject matter tends to increase. This is influenced by the stimulus in the form
of awards for learners who dare to express opinions. The lowest percentage was in the fourth, fifth, and unity meetings,
which were 16.67%, 19.14% and 19.14%. Based on criteria including very little learning activity. Activities at the
second and sixth meetings were 25.00% and 27.78%, including the small category. Percentages with many categories
of seventh and seventh meetings are in the eighth meeting with a percentage of 72.22%.

Hard work

To see the character of this hard work there are some things observed among others: Working all the class tasks
finished well at the set time, do not despair in the face of difficulties and face problems in doing Mathematics problems
and not easily give up in the face of problems which is considered difficult in the learning process.

Working all class assignments completed well on time set

100.00
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 5. Working all class assignments completed well on time set

Doing all the class assignments is done well at a set time indicates a very good number. The highest value is in the
second and eighth meeting that is 91.67% with a lot of category. In the fourth, fifth, sixth and seventh meetings were
83.33%, 86.11%, 83.33%, 88.89% showed the value with the category of a lot. Meetings with the lowest category on
this indicator are the first and third encounters with many categories that is 66.67% and 69.44%.

050010-14
 Not Easy to Give Up the Problem Facing Problems
100.00 Considered Difficult During the Learning Process
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 6. Not Easy to Give Up the Problem Facing Problems Considered Difficult During the Learning
Process

The third indicator of the hard work character value, almost every meeting shows the category a bit. The sequence is
the second, fourth, fifth, eighth, third, fourth and fifth encounters: 22.22%, 25%, 27.78%, 30.56%, 33.33%, 36.11%,
41.67% , And 44.44%.

Not despair in the face of adversity and face problems in

100.00 doing maths
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 7. Not despair in the face of adversity and face problems in doing maths

The second indicator of hard work character value is not despair in facing difficulties and facing problem in doing
Mathematics problem, showing graph of increase which tend to increase especially at last meeting with frequency
value 72,22%. However, at the first, second and third meetings showed the value with a small category that is 36.11%,
47.22% and 27.78%.

Followed by the fourth, fifth, sixth and seventh meetings with a small category with the percentage of 50%, 55.56%,
63.89%, and 69.44%.
Curious

In the curious character there are three things observed among them: Asking a teacher or friend about Mathematics

050010-15
subject matter and trying to find from learning source about concepts/problems learned/ encountered and trying to
find more challenging problems.

Asked the teacher or a friend of the subject matter

100.00 of mathematics
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 8. Asked the teacher or a friend of the subject matter of mathematics

The first indicator of the value of the character of curiosity, ask the teacher or friends about the subject matter
Mathematics shows improvement in the third, fourth and fifth meetings are the categories of lots and lots with the
value of 55.56%, 69.44% and 83.33%. While at other meetings only show a little category.

Seek from the source to learn about concepts/issues

100.00 learned/found
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 9. Seek from the source to learn about concepts/issues learned/found

The second indicator of the value of the character of curiosity, that is trying to find from the source learn about the
concepts/problems learned/encountered. It appears that all meetings have very few character values.

050010-16
 100.00 Attempting to find a more challenging problem
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 10. Attempting to find a more challenging problem

The last indicator of the value of the character of curiosity, which is trying to find a more challenging problem.
Similar to previous indicators it appears that all meetings have very few character values.

Communicative

In the communicative character there are three things observed among others: to provide responses or ideas of
questions or explanations related to the material being studied, interaction with friends, discussing mathematics
assignments given by teachers and participation in groups while learning Math.

Provide a response or ideas or explanations of questions

100.00 related to the material being studied
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
Learning Learning Learning Learning Learning Learning Learning Learning
1 2 3 4 5 6 7 8

FIGURE 11. Provide a response or ideas or explanations of questions related to

the material being studied

Giving responses or ideas of questions or explanations relating to the material being studied shows a chart that tends
to increase with the category of many that are at the end of the learning of the fifth, sixth, seventh and eighth meeting
of 52.78%, 52.78%, 66.67%, and 66.67% . While in the first four lessons, the second, first, third and fourth meetings
are still in the few categories, 25.00%, 33.33%, 33.33%, 33.33%.

050010-17
 Interaction with friends, discussing mathematical tasks
100.00 given by the teacher
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 12. Interaction with friends, discussing mathematical tasks given by the teacher

Interaction with friends, discussing Mathematics assignments given by teachers shows the assessment with the average
of many categories at the first, second, fourth, fifth and fifth meetings of 61.11%, 75.00%, 69.44%, 72.22%, 72.22%,
and 75.00%. And the many categories at the third and eighth meeting of 83.33%.

Participation in the group while studying mathematics

100.00
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 13. Participation in the group while studying mathematics

Participation in the group while studying Mathematics assessment tends to increase with a lot of categories that is at
the sixth meeting, seventh, and eighth is 83.33%, 83.33%, 86.11%. While at the beginning of learning that is
meeting unity, second, third, fourth and fifth is 66.67%, 2.22%, 72.22%, 69.44%, 55.56% included in many
categories.

Conscientious

In the Conscientious characters, only one indicator is observed, that is to work regularly, in detail and in an orderly
manner in doing all Mathematics tasks.

050010-18
 Working on a regular basis, a detailed and orderly
100.00 in doing all the math assignment
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 14. Working on a regular basis, a detailed and orderly in doing all the math assignment

Working regularly, detailed and orderly in doing all the tasks of Mathematics, at the first, second, third, fourth and
fifth meetings showed good ratings with many categories of 55.56%, 61.11%, 63.89%, 66.67%, 75.00%. Followed by
the sixth, seventh and eighth encounters namely 77.78%, 83.33%, 88.89% with a lot of categories.

Creative

In the creative character, there are two things observed among others: to propose opinions relating to a subject and to
ask about the application of a theory being studied.

Proposes with regard to a subject

100.00
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 15. Proposes with regard to a subject

The students' character proposes an opinion related to an increased subject at the fourth and fifth meetings of 83.33%
and 80.56% with a large number of categories. Down again at the sixth, seventh and eighth encounters but still included
in the category of many judgments.

050010-19
 Asked about the application of a theory that is being
100.00
90.00 studied
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00

FIGURE 16. Asked about the application of a theory that is being studied

The character of students who are asking about the application of a theory being studied tends to increase although
still in the category of many of the seventh and eighth encounters with the value of 52.78%, and 63.89%.

DISCUSSION

Based on the results of data analysis that has been presented previously, the following will be described description
and interpretation of research data.

Student Character in Mathematics Learning Process

Map of Values and Indicators developed by the National Education Ministry's Curriculum Research and
Development Center 2010, that the minimum values and indicators identified for the 7th-grade junior high school
mathematics are meticulous, creative, never giving up and curiosity. In the CORE learning model through the
Metacognitive skills approach there are other emerging values that are communicative, conscientious, honest and hard
work.

Honest

The value of honest characters based on observation results tends to increase. At the beginning of the meeting
showed a low graph but the number 55, 36% still included in many categories. Along with the increasing frequency
of learning, began to look increasing until the end of the meeting that is as much as 91.67%.
This finding is in line with Zubaedi's [31]that through mathematics can be instilled an attitude of honesty. Students
are taught not to miscalculate their operations, do not let manipulation of data that is currently very vibrant and has
become a trend in our country with mark-up and corruption. Mathematics teachers can touch the minds and the hearts
of students about the dangers of corruption that became one of the causes of this nation.

Hard work

The character of hard work on the indicator doing all the class tasks finished well is seen to occupy the highest
position at the second and eighth meeting. It is a satisfactory result because the average student is motivated to always
do the job well. Another case with the indicator does not easily give up the nature of facing questions that are
considered difficult. This indicator shows an unfavorable chart because all the categories of each meeting show a
small number. Many factors that affect this value may be one of them is the heterogeneity of the class in which when
learning the group, students who are dominant in doing the task are students who have a value above the average.
Zubaidi [31] that the character of hard work can be categorized to Mujahadah is all forms of effort that always
based on sincerity, hard work, persistence and in the form of struggle.

Curiosity

050010-20
 One of the most important indicators of the value of curiosity is trying to find from learning sources about the
concepts/problems learned and trying to find a more challenging problem, showing static numbers, not rising
significantly even the category of very little activity. In each lesson, students rely on only one package book that they
can easily get in the library. Economic factors may be one of the causes that they are only enough to use the existing
book facilities in schools. The second factor may be the lack of interest in reading.
Cultivating a curiosity in mathematics will lead to a person's continuous learning throughout his life, continually
striving to explore information related to the environment around him, thus making him 'rich' in insight and
knowledge. Curiosity allows one to examine the interrelations, differences, and analogies, so it is expected to become
a good problem solver (able to solve problems well).

Communicative

One of the many character values that appear in the learning activity of the CORE model is the value of the
communicative character. At each meeting, this value dominates all the character values. Because almost all of the
CORE model's learning syntax contains Communicative value.
Sagala argues that reflection is a way of thinking backwards about what has been done in terms of learning in the
past. The student deposits what he or she just learned as a new knowledge structure, which is an enrichment or revision
of prior knowledge. Students express what they have learned in the form of inferences. With this process can be seen
the ability of students to explain the information they have gained and it will be seen that not every student has the
same ability.
According to Ruben and Steward in Anwar [1] Human communication is the process through which the individual
in relationship, group, organizatiton and societies-response to and create messages to adapt to the environment and
one another. That human communication is a process involving individuals in a relationship, group, organization and
society that responds and creates a message to adapt to each other's environment. The process of communication in
learning mathematics in general use communication in the primary where the process of conveying the thoughts and/or
feelings of someone to others by using the symbol (symbol) as a medium. Symbols as the primary media in the
communication process are verbal messages (language), and nonverbal messages (gestures, cues, images etc.) that are
directly able to translate the thoughts or feelings of communicators to the communicant.

Conscientious

One of the character values mapped by the National Education Departments Curriculum Center 2010 for grade 7
junior high school in mathematics is a meticulous character. Although only one indicator is observed in this study, but
the meticulous character continues to increase at each meeting. Careful indicators in this case work regularly, detailed
and orderly in doing all the math tasks, stimulus in the form of value and rewards on each student activity showed
satisfactory results. So students always keep trying to add points and values to each lesson.
Conscientious means being careful, not rash in completing a job. For example, in doing repetition or doing a job.
People who have a meticulous attitude do not hastily leave the work done. Conscientious is a series of hard work,
diligent and tenacious. People who have worked hard diligently and tenaciously must end with meticulousness. Thus,
the hard work will be maximized. Being careful can be categorized as an evaluation of the effort we are doing. Thus,
it can be used as a benchmark and steps that must be done next. With hope, the results we get next there is always an
optimal increase.
Creative

Someone who learns math will get used to being creative in solving the problems he faces. This statement is in
line with student observation results. What is interesting in this case is that students' creativity arises when the material
is about painting triangles. Teaching materials in this case LKS plays a role that is not less important.
In solving the problem there can be solved in a long way, but some are able to do with a short. When someone is
accustomed to solving mathematical problems, then the person will be used to generate creative ideas that can help
him live life more effectively and efficiently.
Character education that is integrated into the entire school community as a strategy to help remind students to
deal with conflicts, keep students constantly alert in the educational environment, and reinvest people to participate
actively as citizens.

050010-21
 CONCLUSIONS
There is a significant difference in character development of students who learn with Core learning models through
metacognitive skills approach and students learning with conventional learning. Asymp value. Sig (2-sided) Pearson
Chi-square is 0.039. 0.039 <0.05 or is in the critical area (Ho's rejection area). Thus, Ho is rejected, so it can be
concluded that the Experiment Class and Control Class have different data groups or it can be said that there are
significant differences in the data groups studied with the Core Model and students learning the Conventional model.
The character of the students who get the CORE model learning through the metacognitive skills approach tends to
increase at each meeting.

ACKNOWLEDGMENT
The authors thanks to Pasundan University and Department of Mathematic Education, Postgraduate School,
Indonesian Education University for this work.

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