Metacognitive skills of students with high mathematical abilities in solving contextual problems

Abstract

This study aims to explore the metacognitive skills of students with high mathematical abilities in the mathematics education study program at the Faculty of Teacher Training and Education in the University of Tadulako in solving contextual problems. The process of student metacognition is determined by providing a number of contextual problems that must be solved, then explored in stages by thinking aloud and unstructured interviews. It aims to explore students’ metacognitive skills in solving contextual problems. The results of data analysis show that students with high mathematical abilities in solving contextual problems involve their metacognitive skills.

Development of Essay Test Assessment Rubric for Polya Theory-Based Mathematical Problem-Solving

“…This is because the rubric developed teaches students to think systematically. This is consistent with (Güner & Erbay, 2021;Pathuddin & Bennu, 2021;Sekaryanti et al, 2022;Widodo, 2018) that solving mathematical problems requires systematic thinking. Rubric is a tool for evaluating the teaching and learning process.…”

Improved Metacognition Reviewed Based on Mathematical Resilience through Flipped Classroom

“…Metacognition skills play a very important role in solving a non-routine problem that requires a completion process with a single solution but with varied solutions, and many solutions but reasoning and algorithms clearly differentiate them. According to research results [24][25][26] revealed that metacognitive thinking skills affect the ability to solve mathematical problems, so that it effectively increases learning motivation, academic achievement, self efficacy, satisfaction with school and student resilience. Some of the results of previous researchers that became the basis for flipped classroom learning, metacognition and resilience including: [27,28] that the blended learning flipped classroom assisted by the Quipper School application was an option during the COVID-19 pandemic as a solver of metacognition problems that provided many benefits for improving academic achievement, providing interactive, flexible, cost-effective, effective, efficient and resilient experiences for students.…”