2021
DOI: 10.21831/jrpm.v8i2.43366
|View full text |Cite
|
Sign up to set email alerts
|

Mathematics pre-service teacher's metacognitive failure in mathematics online learning

Abstract: This study aims to reveal the metacognitive failures experienced by mathematics pre-service teachers based on their mistakes when solving problems in online learning during the pandemic era. This case study involved 29 participants who attended the mathematical problem test and cognitive style test, the two participants were categorized based on their cognitive style: Field Dependence (FD) and Field Independence (FI). The instrument used was a mathematical problem test to collect data on metacognitive that ada… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1

Citation Types

0
4
0

Year Published

2023
2023
2024
2024

Publication Types

Select...
2

Relationship

0
2

Authors

Journals

citations
Cited by 2 publications
(4 citation statements)
references
References 21 publications
0
4
0
Order By: Relevance
“…Participants could connect their mathematical understanding with the issues presented, even though they could have been more precise in delivering the mathematical model. Participants must know whether they made a mistake in identifying related concepts, called metacognitive stagnation (Alifiani & Faradiba, 2021). Female participants are more results-oriented.…”
Section: Discussionmentioning
confidence: 99%
“…Participants could connect their mathematical understanding with the issues presented, even though they could have been more precise in delivering the mathematical model. Participants must know whether they made a mistake in identifying related concepts, called metacognitive stagnation (Alifiani & Faradiba, 2021). Female participants are more results-oriented.…”
Section: Discussionmentioning
confidence: 99%
“…Although it has been able to train students' reflective thinking skills through existing oppositions, this problem still cannot lead students to have metacognitive knowledge. Therefore, it is necessary to provide contextual problems that can give rise to representative thinking to facilitate the emergence of metacognitive knowledge in students (Alifiani &;Faradiba, 2021).…”
Section: Linkages Betweenmentioning
confidence: 99%
“…Unlike the problems used to facilitate cognitive conflict, the problems that facilitate the majority of metacognitive knowledge are contextual closed mathematical problems (Saputra, N. &; Andriyani, R., 2018), (Izzati, L. R. &;Mahmudi, A., 2018), (Mulbar, U. et al, 2021). The use of contextual problems is in accordance with the concept of metacognitive knowledge that accommodates declarative knowledge, procedural knowledge, and conditional knowledge (Murni, A. et al, 2019), (Zulfikar, 2019) (Alifiani &;Faradiba, 2021). The application of contextual problems can also lead students to solve problems by planning, exploring, and evaluating problem-solving carried out so that metacognitive knowledge possessed by students can be easily measured (Syafrudin, A., 2021).…”
Section: Linkages Betweenmentioning
confidence: 99%
See 1 more Smart Citation