Profil Metakognisi Siswa SMP Dalam Menyelesaikan Soal Matematika Tipe High Order Thinking Skills Ditinjau Dari Adversity  Quotient

Kartika, Dwiani Listya; Winarni, Ambar; Sofiyati, Noor

doi:10.32938/jpm.v4i2.3573

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“…Next, research the metacognitive profile of high school students in class XI science in solving mathematical problems about probability (Lestari, 2017). Researchers have also conducted several similar studies, namely about students' metacognitive activities in solving linear programming problems in terms of gender differences (Kartika, 2020) and the metacognitive profile of junior high school students in solving HOTS-type mathematics problems in terms of adversity quotient (Kartika et al, 2023). From the explanation above, research with student subjects is still rarely found, so the researcher intends to combine several previous studies with different research subjects, namely student subjects, in solving problems related to ELA in terms of one type of cognitive style, namely tempo conceptual cognitive style.…”

Section: Introductionmentioning

confidence: 99%

Profile of Student Metacognition in Solving Elementary Linear Algebra Problems Viewed from Tempo Conceptual Cognitive Style

Kartika,

Muhassanah

2023

Universitas Jambi

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Metacognition is one of the factors that influences students' success in solving mathematical problems. On the other hand, the reality in the field is that students experience difficulties in solving mathematical problems related to Elementary Linear Algebra because they contain a lot of repetitive calculations, so they require high levels of perseverance and accuracy. This research aims to describe students' metacognitive profiles in solving Elementary Linear Algebra problems in terms of cognitive style. The cognitive style chosen is the conceptual cognitive style of pacing through Matching Familiar Figures Tests with research subjects being mathematics students at Nahdlatul Ulama University, Purwokerto. The resulting metacognition profile was obtained from Elementary Linear Algebra problem-solving test data and interviews, which were analyzed and concluded through a series of method triangulation processes. The research results show that students are reflective and impulsive in carrying out all activities that are indicators of metacognitive awareness and regulation, as well as several indicators from metacognitive evaluation. Fast, accurate students carry out all activities that become indicators of metacognitive awareness, regulation, and evaluation. Meanwhile, slowly, inaccurate students carry out all activities that are indicators of metacognitive awareness and several indicators of metacognitive regulation but still need to be able to carry out activities of metacognitive evaluation.

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Section: Introductionmentioning

confidence: 99%