{"title":"Identification of Students Metacognition Levels in Problem-Solving and Mathematical Literacy","authors":"Maya Trisnani, Widodo Winarso","doi":"10.2139/ssrn.3513145","DOIUrl":null,"url":null,"abstract":"Metacognition is knowledge and awareness about the process of cognition or learning about the mind and how it works. Solving mathematical problems requires the involvement of metacognition. This study aims to obtain the results of identification of students' level of metacognition in problem-solving and the level of metacognition of students in mathematical literacy on social arithmetic material. This research was conducted at SMP Negeri 3 Palimanan. This type of research is qualitative research. The subjects of this study were students of class VII C Middle School 3 Palimanan. Data collected by test and interview methods. Data were analyzed using data reduction, data presentation, and concluding. The results of this study indicate that the level of metacognition of students in solving mathematical problems and mathematical literacy has mixed results. In solving mathematical problems, students who have high learning outcomes are at the level of Reflective Use metacognition, students who have learning outcomes are at the Strategic Use metacognition level, and students who have low learning outcomes are at the Tacit Use metacognition level. Meanwhile, the level of student metacognition in mathematics literacy is not much different from solving mathematical problems. Students who have high learning outcomes are at the Reflective Use metacognition level, students who have learning outcomes are at the Strategic Use metacognition level, and students who have low learning outcomes are at the Aware Use metacognition level. Overall the level of metacognition of students both in solving mathematical problems and in mathematics literacy is at the level of Strategic Use metacognition","PeriodicalId":220342,"journal":{"name":"Materials Science Educator: Courses","volume":"3 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Materials Science Educator: Courses","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2139/ssrn.3513145","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Metacognition is knowledge and awareness about the process of cognition or learning about the mind and how it works. Solving mathematical problems requires the involvement of metacognition. This study aims to obtain the results of identification of students' level of metacognition in problem-solving and the level of metacognition of students in mathematical literacy on social arithmetic material. This research was conducted at SMP Negeri 3 Palimanan. This type of research is qualitative research. The subjects of this study were students of class VII C Middle School 3 Palimanan. Data collected by test and interview methods. Data were analyzed using data reduction, data presentation, and concluding. The results of this study indicate that the level of metacognition of students in solving mathematical problems and mathematical literacy has mixed results. In solving mathematical problems, students who have high learning outcomes are at the level of Reflective Use metacognition, students who have learning outcomes are at the Strategic Use metacognition level, and students who have low learning outcomes are at the Tacit Use metacognition level. Meanwhile, the level of student metacognition in mathematics literacy is not much different from solving mathematical problems. Students who have high learning outcomes are at the Reflective Use metacognition level, students who have learning outcomes are at the Strategic Use metacognition level, and students who have low learning outcomes are at the Aware Use metacognition level. Overall the level of metacognition of students both in solving mathematical problems and in mathematics literacy is at the level of Strategic Use metacognition
元认知是关于认知过程的知识和意识,或关于心灵及其工作方式的学习。解决数学问题需要元认知的参与。本研究旨在获得学生解决问题的元认知水平和学生对社会算术材料的数学素养的元认知水平的识别结果。本研究在SMP Negeri 3 Palimanan进行。这种类型的研究是定性研究。本研究以巴利马南C中学七班学生为研究对象。通过测试和访谈方法收集数据。数据分析采用数据简化、数据呈现和结论。本研究结果表明,学生数学解题元认知水平和数学素养水平存在着好坏参半的结果。在解决数学问题时,学习成果高的学生处于反思使用元认知水平,学习成果好的学生处于策略使用元认知水平,学习成果低的学生处于默会使用元认知水平。同时,学生的数学素养元认知水平与数学解题水平差异不大。学习成果高的学生处于反思使用元认知水平,学习成果好的学生处于策略使用元认知水平,学习成果低的学生处于意识使用元认知水平。总体而言,学生在数学解题和数学素养方面的元认知水平都处于策略使用的元认知水平