Metacognition of Junior High School Students in Mathematics Problem Solving Based on Cognitive Style

Sutama, S.; Anif, Sofyan; Prayitno, Harun Joko; Narimo, Sabar; Fuadi, Djalal; Sari, Diana Purwita; Adnan, Mazlini

doi:10.24191/ajue.v17i1.12604

Cited by 24 publications

(12 citation statements)

References 8 publications

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“…This shows that SKT was aware of including procedural knowledge and conditional knowledge in the verification of the solutions obtained. This is in line with the results of research by Sutama et al [33], which states that students with high confidence are able to carry out planning steps, make important decisions for themselves, and solve problems well. Therefore, a student with a high belief in solving mathematical problems would have increased awareness related to their metacognitive activities, ranging from planning, monitoring, and evaluating the results achieved.…”

Section: The Metacognitive Skills Of Skt and Skr In Solving Mathemati...supporting

confidence: 90%

The influence of student’s mathematical beliefs on metacognitive skills in solving mathematical problem

Suliani,

Juniati,

Lukito

2024

IJERE

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The current research aimed to understand the effect of mathematical beliefs of middle school students on their metacognitive skills in solving mathematical problems. In examining the matter, the study utilized a mixed method. In the first step, a linear regression test was utilized to determine the effect of belief on students’ metacognitive skills in solving geometry problems. Furthermore, a qualitative approach was used to compare the metacognitive skills of high and low-belief students. This study involved 72 middle school students sitting in the 8th grade at Tarakan 1 State Junior High School. Based on the linear regression results, it is known that students’ beliefs positively influenced their metacognitive skills in solving geometric problems. Furthermore, it was found that when both selected subjects with high and low beliefs started solving the problems, they started by planning. Then, they monitored what they had done, but there were differences in evaluating the solutions. Additionally, students who believe strongly in problem solving will be more aware of what they are thinking and thus have an impact on improving their learning outcomes.

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Section: The Metacognitive Skills Of Skt and Skr In Solving Mathemati...supporting

confidence: 90%

The influence of student’s mathematical beliefs on metacognitive skills in solving mathematical problem

Suliani,

Juniati,

Lukito

2024

IJERE

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“…The process of learning mathematics with teaching aids in Elementary Schools (Public Elementary School) is carried out in the following ten steps Sutama, et al, 2021).…”

Section: The Process Of Learning Mathematics With Teaching Aids In El...mentioning

confidence: 99%

“…Calculate the cost to paint the tank! experienced by students themselves, so that in turn students achieve optimal learning outcomes (Sutama, et al, 2021;Baiduri, 2019).…”

Section: 𝜋 …mentioning

confidence: 99%

Mathematics Learning Model Based on Computational Thinking: Preparing elementary School Students to be Disciplined, Independent, and Dignified

Sutama,

Yusrina,

Narimo

et al. 2024

J. of Law and Sust. Develop.

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Objective: The research aims to evaluate the feasibility of a computational thinking-based mathematics learning model. Explore strategies for preparing disciplined, independent, and dignified students by applying the developed model in elementary schools. Theoritical Framework: Computational Thinking (CT) is becoming a fundamental part of the way people think and understand the world. Mathematics offers fruitful opportunities for CT integration. Integrating mathematics with CT, allows students to acquire essential critical thinking and problem olving skills. Method: The type of research in this article is qualitative evaluative. The research subjects were the principal, math teachers, and students of Klaten Elementary School in Central Java. Data collection methods were observation, interview, and documentation. Data validity with source and method triangulation. Data analysis techniques are flow model and constant comparison. Results and Conclusions: The results of the research, the CT-based mathematics learning model is feasible based on the assessment of material, design, and language experts, and can improve learning activities and outcomes. Preparing students to be disciplined, independent, and dignified, based on strong religion, core character, lifestyle character, character respect for others. This means that CT-based mathematics learning is feasible to implement in elementary schools and can prepare students to be disciplined, independent, and dignified. Significance: The research findings have a significant impact on primary schools. The impact is to improve the quality of character, learning process, thinking, and learning achievement. This means that the research results have a broad role in the development of primary school students.

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“…The principles of metacognition involve being aware of knowledge and knowing how to apply it to solve problems. The results of the research by Sutama et al [7] shows that there are differences in the metacognitive activity of junior high school students with field independent and field dependent cognitive styles in solving mathematical J Edu & Learn ISSN: 2089-9823 …”

Section: Introductionmentioning

confidence: 99%

Mathematics belief impact on metacognition in solving geometry: Middle school students

Suliani,

Juniati,

Lukito

2024

EduLearn

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Mathematical beliefs and metacognitive knowledge play significant roles in solving mathematical problems; thus, this study aims to investigate the influence of middle school students' beliefs on their metacognitive knowledge when solving geometry problems. This study utilizes both quantitative and qualitative research methods. A linear regression test was used to determine the effect of middle school students' beliefs on their metacognitive knowledge. The results of the quantitative research analysis were followed up with a qualitative research approach to describe the metacognitive knowledge of students who have high and low confidence in solving geometric problems. This research involved 352 middle school students in the Tarakan area. Based on the results of linear regression, it is known that the beliefs of middle school students have a positive effect on their metacognitive knowledge when solving geometric problems. In addition, it was found that students with different beliefs could solve a given geometry problem, but the approach to solving it varied among subjects. Middle school students have diverse beliefs, but these variations do not affect their capacity to apply their metacognitive knowledge at every stage of solving mathematical problems.

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Metacognition of Junior High School Students in Mathematics Problem Solving Based on Cognitive Style

Cited by 24 publications

References 8 publications

The influence of student’s mathematical beliefs on metacognitive skills in solving mathematical problem

The influence of student’s mathematical beliefs on metacognitive skills in solving mathematical problem

Mathematics Learning Model Based on Computational Thinking: Preparing elementary School Students to be Disciplined, Independent, and Dignified

Mathematics belief impact on metacognition in solving geometry: Middle school students

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