Analysis of Metacognition Ability to Solve Mathematics Problem

This research was qualitative research which was aim to describe metacognitive ability in understanding and solving problem of mathematics. The subject of the research was students of first year at computer and networking department of SMK Mega Link Majene. The sample was taken by purposive sampling technique. Data was abstained by using research instrument in the form of student learn achievement data by using test of study result and interview guidance. The technique of collecting data researcher had observation to ascertain the model that used by teacher was teaching model of developing metacognitive. Technique of data analysis in this research was data reduction, data presentation, and made conclusion. From the whole findings in this research it was shown that generally student metacognitive ability not yet develops optimally. It was because of limited scope of materials, it was only one discussion material and also teaching cognitive strategy not only by verbal presentation but also trained continuously in facing cognitive tasks, like understanding and solving on problem.

JME (Journal of Mathematics Education), 2023

Understanding students' metacognitive skills in solving math problems concerning their mathematical abilities is crucial for identifying the cognitive processes involved in problem-solving. This study investigates the metacognitive skills of SMPN 3 Palu students with varying mathematical abilities in problem-solving. It focuses on students in class VIIJ during the 2022/2023 academic year, individually analyzing one high-ability and one low-ability student. The research, descriptive in nature, employs qualitative methods using written assignments and interviews for data collection. This study's analysis involved condensing data, presenting findings, and drawing conclusions. The findings reveal distinct approaches between high and low mathematical ability subjects. High-ability students consistently apply all three metacognitive skills (planning, monitoring, and assessment) across each problem-solving stage. Conversely, low-ability students demonstrate a limited use of metacognitive skills. While they employ planning at each stage, during implementation and result review, they primarily engage in planning and monitoring, neglecting assessment. Ultimately, it underscores the critical role of metacognitive skills in mathematical problem-solving, highlighting differences in their application between students of varying mathematical abilities.

Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika

This research is motivated by the lack of students' understanding of their thinking skills and students cannot determine the right strategy to overcome the problems encountered in solving mathematical problems. The purpose of this study was to find out how the metacognitive level of students in solving math problem solving problems in class IX.1 students of SMPN 26 Padang. This type of research is descriptive quantitative. The subject of this research is class IX.1 SMP Negeri 26 Padang. The instruments used are tests and interviews. The test is used to determine the metacognitive level of students in solving problem solving problems. Interviews were used to find out more about the metacognitive level in terms of students' understanding. The results showed that as many as 35.71% of students were at the metacognitive level of Tacit Use, as many as 35.71% of students had the metacognitive level of Aware Use, and as many as 28.58% of students had the metacognitive level of Strat...

Universal Journal of Educational Research, 2020

Measuring the standard of success in mathematics learning is whether students can apply mathematical concepts and solve mathematics problems completely. However, the ability of students in solving mathematics problems is sometimes limited to routine problems and when faced with non-routine and in the form of HOTs applications problems, there is complicatedness and difficulty in determining the solution. Therefore, this study aims to review systematically, which metacognitive skills are applied and practiced when students solve mathematics problems and also to clarify the effect of metacognitive skills on student's learning performance. Studies around 2006 and up to date have been explored based on approaches, methods, and practices of metacognitive skills implemented. A total of 12 articles were selected for analysis. This review shows that metacognitive skills are implied and practiced when students solve mathematics problems, but the metacognitive regulation subcomponents are more likely to affect the completeness of the solution than the metacognitive knowledge aspects. Metacognitive skills also have a positive impact on student learning. So, delivering effective learning is very reasonable and timely, and metacognitive skills are applied based on platforms for metacognitive learning strategy.

Journal of Physics: Conference Series, 2018

Metacognitive activity is very important in mathematical problems solving. Metacognitive activity consists of metacognitive awareness, metacognitive evaluation and metacognitive regulation. This study aimed to reveal the errors of metacognitive evaluation in students' metacognitive failure in solving mathematical problems. 20 students taken as research subjects were grouped into three groups: the first group was students who experienced one metacognitive failure, the second group was students who experienced two metacognitive failures and the third group was students who experienced three metacognitive failures. One person was taken from each group as the reasearch subject. The research data was collected from worksheets done using think aload then followed by interviewing the research subjects based on the results' of subject work. The findings in this study were students who experienced metacognitive failure in solving mathematical problems tends to miscalculate metacognitive evaluation in considering the effectiveness and limitations of their thinking and the effectiveness of their chosen strategy of completion.

Research on Humanities and Social Sciences, 2014

The purpose of this study is to investigate the relationship between the university students' metacognition thinking and their ability to solve mathematical and scientific problems. 172 university students were involved in this study. The researchers employed two types of instruments: metacognition awareness inventory, and a mathematical & scientific problem solving test; which was constructed by the researchers. After the collection of data, the researchers ran a suitable statistical analysis. The study has concluded that Petra University students have a medium level of metacognitive thinking, and that the variables of sex, faculty, high school stream, and the current year in the university had no effect on their level of metacognitive thinking. The study has also shown that these students suffer from a lack of ability in solving mathematical and scientific problems; no significance correlation between the level of metacognitive thinking in the overall scale and the ability to solve mathematical and scientific problems. However, there was a significant correlation between a few factors of metacognitive thinking and the ability to solve mathematical problems, and these are: Procedural Knowledge, Evaluation, Fault Picking, and Managing Knowledge; as well as a significant correlation between Fault Picking and the ability to solve both mathematical and scientific problems.

Eurasian Journal of Mathematics, Science & Technology Education, 2013

This study was designed to investigate the relationship between the metacognitive awareness of university students and their solutions to the similar mathematical problem types. Participants were 97 freshmen from department of mathematics at a state university in Turkey. Two different scales were used for data collection: “Metacognitive Awareness Inventory” and “Mathematical Problem Types Test’’. The results showed that there was a significant positive correlation between the students’ metacognitive awareness levels and their problem solving levels regarding routine and non-routine problems. There was no significant linear correlation between university students’ metacognitive awareness levels and their problem solving levels for “separation”, “combining”, and “multiplication” in routine problems. Multiple regression analysis was used to test if the metacognitive awareness significantly predicted participants’ levels of problem solving. The results of the regression indicated that metacognitive awareness significantly predicted problem solving levels and both predictors explained 45% of the total variance. Keywords: problem types, metacognitive awareness, problem solving, problem solving level

American Journal of Educational Research

This study aims to analyze: the level of students' metacognition in mathematical problem-solving skills. The subjects of this study were students of grade X at Private Madrasah Aliyah Al-Asy'ariyah Medan Krio. The objects of this research were students' metacognition level and mathematical problem-solving skills. The results showed that: the level of students' metacognition in mathematical problem-solving skills of 32 students were: (1) Students with high levels of problem-solving skills were at the level of metacognitive strategy use; (2) Students with the medium level of problem-solving skills were at the level of metacognitive aware use; (3) Students with low levels of problem-solving skills were at the level of metacognitive tacit use.

Bolema: Boletim de Educação Matemática

Metacognitive skills play an important role in solving mathematical problems. However, there is a lack of empirical studies on the role of metacognitive skills in solving mathematical problems, particularly non-routine ones. Therefore, this study was undertaken to identify students' metacognitive skills and the impact of such skills on non-routine mathematical problem solving. By using a quantitative method, a total of 304 students in Johor Bahru district were involved in the study. A Self-Monitoring Questionnaire (SMQ) and a mathematical test were used in data collection. Data were analysed using descriptive and inferential statistics such as frequency, percentage, mean, the Mann-Whitney U test, and the Kruskal-Wallis H test. Results showed that the level of the students' performance in solving non-routine mathematical problems was very low. There was also a significant difference in the metacognitive skills among students with different performance levels in solving non-ro...

Adhigam, 2024

Metacognitive skills and achievement in mathematics are positively corelated. Several studies have shown that students with high metacognitive skills tend to have high achievement levels in their mathematical abilities. Additionally, metacognition plays a basic part in forming self-judgments of ability and knowledge, which can impact confidence levels. This study is an attempt to analyse the nature of relationship between metacognitive skills and achievement in mathematics. For this reason, metacognition can be used as a useful tool in order to develop fine skills. Consequently, all instruction processes should include the instruction of metacognitive skills.