Comparison of Metacognition Profiles between Male and Female Mathematics Students in Interpreting of Definite Integral Concepts

Abstract

The purpose of this study was to produce a comparison of the metacognition profile of male and female mathematics students in interpreting the definite integral concept. This type of research is an exploratory research with a qualitative approach, so that the researcher carries out a thorough and in-depth examination (explores) the subject of what is taught, done, written, and said during the research activity. The subjects of this study were mathematics students who had studied integral calculus, consisting of 1 male and 1 female. The main data collection of this research was obtained by using interview techniques. In addition, there are supporting data which is the result of the answers of research subjects in interpreting the integral concept of course. This study uses qualitative data analysis, consisting of data reduction, data presentation, and drawing conclusions. The results of this study show that male mathematics students can use metacognition knowledge (declarative, procedural, and conditional) and metacognition skills (planning, monitoring, and evaluation) in interpreting mathematical sentences into notation of definite integral concept. Meanwhile, female mathematics students are only able to use declarative and procedural knowledge, as well as planning and evaluation skills in interpreting mathematical sentences to notation of the definite integral concept. This study concluded that there are differences in the metacognition profile of male and female students in interpreting the definite integral concept.