Analisis Kemampuan Metakognitif Siswa Sma Dalam Proses Pemecahan Masalah

Saputra, Nisvu Nanda; Andriyani, Retno

doi:10.24127/ajpm.v7i3.1403

Cited by 9 publications

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“…Students not succeeding in solving problems often occur because of their ignorance of how they will do it. They don't realize they already have a concept or understanding but do not know how to arrange and use existing concepts [22].…”

Section: Resultsmentioning

confidence: 99%

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Analysis of vocational high school student metacognitive capabilities on geometry topics during the Covid-19 Pandemic

2022

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This study aims to analyze students' metacognitive abilities in terms of metacognitive awareness inventory on geometry topics during the Covid-19 pandemic. The method used in this research is a descriptive qualitative method. The research was conducted at Vocational High School Swadaya Karangnunggal Indonesia in the 2020/2021 academic year. The population in this study was the eleventh-grade student of office automation and governance, totaling 24 students. The questionnaire consists of 35 statement items with five indicators, namely planning (7 items), strategies for managing information (10 items), monitoring of understanding (7 items), improvement strategy (5 items), and evaluation (6 items). The stages in metacognitive ability are planning, monitoring, and evaluating stages. The results showed that students with good metacognitive abilities could carry out all metacognitive stages well, solving problems, planning, monitoring, and evaluating. Students with moderate metacognitive abilities cannot carry out all metacognitive stages in solving problems. They can carry out the planning stage, and some indicators cannot be completed properly. Then at the monitoring stage, they cannot monitor implementation activity to solve the problem because one of the subjects misunderstood the intent of the problem. The other subject experienced a calculation error when solving the problem. While at the evaluation stage, they could not complete all the indicators. Students with low metacognitive abilities cannot carry out all metacognitive stages in solving problems. They can only carry out the planning stage. Some indicators cannot be completed properly. Then they cannot carry out the monitoring and evaluation stages with all indicators.

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Section: Resultsmentioning

confidence: 99%

“…Students with low metacognitive abilities have problems determining the formulation and selection of strategies in problem-solving and understanding the questions given. So they only reach the stage of designing or monitoring [22].…”

Section: Resultsmentioning

confidence: 99%

Analysis of vocational high school student metacognitive capabilities on geometry topics during the Covid-19 Pandemic

2022

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“…The problem presented must be following one's cognitive condition. The opinion above explains that problem-solving can be solved by using cognitive abilities (Saputra & Andriyani, 2018). However, cognitive abilities are not sufficient to solve the problem.…”

Section: Introductionmentioning

confidence: 99%

Students’ Metacognitive Skills in Solving Probability Investigation-Based Problem

Diantik

Wulan

Surur³

2022

JPPM

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This study aims to describe the metacognitive abilities of students in solving opportunity problems with nuanced investigations based on the mathematical abilities of grade 12 students in one of the high schools in Kediri Regency, East Java, Indonesia. This research uses a descriptive type, with a qualitative approach. Data collection techniques in the form of giving tests with the think-aloud method and semi-structured interviews. The research instrument consisted of a problem test with investigative-based and interview guidelines. The research participants consisted of three grade 12 students each with high, medium, and low mathematical abilities. The results of this study indicate that at the stage of understanding the problem, metacognitive activity appears in the form of awareness and evaluation. However, the low participant was not able awareness in a good way and the medium participant was not doing a careful evaluation of the results. In the planning stage, the high and medium participants currently use regulation activities by thinking about the right strategy. Evaluation activities, such as believing in the effectiveness of the strategy and assessing the results appropriately. In the stage of implementing the plan, the high and medium participants are using regulation activities by monitoring the planned solutions properly. Evaluation activities are carried out with an appropriate assessment of each result. However, the opposite appeared for low participant in both previous stages. In the stage of looking back, evaluation activity appears in the form of assessing the suitability of answers to the context of the problem with investigative nuances, but no metacognitive activity was found in low participant.

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“…Thus analyzing students' metacognition based on self-efficacy is very important to study because it impacts students' success in learning and solving mathematical problems. The majority of research on metacognition abilities is associated with learning achievement [16], students' metacognitive abilities in problem-solving [17], [18], and about the metacognitive level of students in solving problems [19]. However, no research has been found that analyzes the metacognition of vocational students' based on self-efficacy at arithmetic sequences and series in online mathematics learning during the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Vocational Students’ Metacognition in Solving Mathematical Problems Based on Self-Efficacy

Setyaningsih¹,

Pramudya²,

Nurhasanah³

2021

Advances in Social Science, Education and Humanities Research

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This study aims to analyze the metacognition of vocational students in solving mathematical problems based on their levels of self-efficacy. This is qualitative research with a descriptive method. Data collection techniques used questionnaires, tests, and interviews. The subject of this study were 6 students with different levels of self-efficacy who are selected using the purposive sampling technique. The results indicate that vocational students who have high self-efficacy in solving mathematical problems were able to use their metacognitive activities to the maximum, namely being able to understand and identify problems, make a plan of completion and implement it, check every step work carefully, and evaluate the thought process. Students with medium self-efficacy are less than optimal in using their metacognitive skills, can identify information that is known but not focused on the core of the problem so that she is less able to plan settlement strategies, so when monitoring and evaluating she doubts of the process and don't realize that the result is not appropriate. Students with low self-efficacy tend not to carry out their metacognitive activities properly, namely cannot understand the problems and not planning a solution strategy thus causing activities at the monitoring and evaluation not activated properly.

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Analisis Kemampuan Metakognitif Siswa Sma Dalam Proses Pemecahan Masalah

Cited by 9 publications

References 0 publications

Analysis of vocational high school student metacognitive capabilities on geometry topics during the Covid-19 Pandemic

Analysis of vocational high school student metacognitive capabilities on geometry topics during the Covid-19 Pandemic

Students’ Metacognitive Skills in Solving Probability Investigation-Based Problem

The Analysis of Vocational Students’ Metacognition in Solving Mathematical Problems Based on Self-Efficacy

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