{"title":"对一种认知技能的认知问题在学生有争议的推理水平上得到解决","authors":"Apriana Swastika, Eka Resti Wulan, Dewi Hamidah","doi":"10.21274/jtm.2022.5.2.207-222","DOIUrl":null,"url":null,"abstract":"The purpose of this study is to describe the metacognitive problem-solving skills of class X SMA Negeri 1 Kediri students at the level of initial controversial reasoning, exploration, and clarification, when solving irrational inequality problems. This research is descriptive research with a qualitative approach. Data collection techniques used controversial problem tests, problem-solving tests, think-aloud methods, and task-based semi-structured interviews. The data analysis technique used was qualitative data analysis with steps of data reduction, data presentation, and conclusion. The validity of the data used triangulation techniques and member checks. The results show that students' metacognitive problem-solving skills at the initial controversial reasoning level can meet the three indicators of metacognitive activity at the stage of understanding problems and determining the problem-solving strategy plan. Students' metacognitive problem-solving skills at the level of exploration can fulfill the three indicators of metacognitive activity at the stage of understanding problems, determining the problem-solving strategy plans, and completing problem-solving strategies. Students' metacognitive problem-solving skills at the level of clarification can meet the three indicators of metacognitive activity at the stage of understanding the problem, determining the problem-solving strategy plan, completing the problem-solving strategy, and looking back.","PeriodicalId":52842,"journal":{"name":"Jurnal Tadris Matematika","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Potret Keterampilan Metakognitif Problem Solving dalam Level Penalaran Kontroversial Siswa\",\"authors\":\"Apriana Swastika, Eka Resti Wulan, Dewi Hamidah\",\"doi\":\"10.21274/jtm.2022.5.2.207-222\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study is to describe the metacognitive problem-solving skills of class X SMA Negeri 1 Kediri students at the level of initial controversial reasoning, exploration, and clarification, when solving irrational inequality problems. This research is descriptive research with a qualitative approach. Data collection techniques used controversial problem tests, problem-solving tests, think-aloud methods, and task-based semi-structured interviews. The data analysis technique used was qualitative data analysis with steps of data reduction, data presentation, and conclusion. The validity of the data used triangulation techniques and member checks. The results show that students' metacognitive problem-solving skills at the initial controversial reasoning level can meet the three indicators of metacognitive activity at the stage of understanding problems and determining the problem-solving strategy plan. Students' metacognitive problem-solving skills at the level of exploration can fulfill the three indicators of metacognitive activity at the stage of understanding problems, determining the problem-solving strategy plans, and completing problem-solving strategies. Students' metacognitive problem-solving skills at the level of clarification can meet the three indicators of metacognitive activity at the stage of understanding the problem, determining the problem-solving strategy plan, completing the problem-solving strategy, and looking back.\",\"PeriodicalId\":52842,\"journal\":{\"name\":\"Jurnal Tadris Matematika\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-11-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Jurnal Tadris Matematika\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21274/jtm.2022.5.2.207-222\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Jurnal Tadris Matematika","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21274/jtm.2022.5.2.207-222","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
本研究的目的是描述X级SMA Negeri 1 Kediri学生在解决非理性不平等问题时,在初始争议推理、探索和澄清层面的元认知问题解决能力。本研究采用定性方法进行描述性研究。数据收集技术使用了争议性问题测试、解决问题测试、有声思考方法和基于任务的半结构化访谈。使用的数据分析技术是定性数据分析,分为数据简化、数据呈现和结论三个步骤。数据的有效性采用三角测量技术和成员检验。结果表明,学生在争议推理初级阶段的元认知问题解决能力能够满足理解问题和确定问题解决策略方案阶段元认知活动的三个指标。学生在探究层面的元认知问题解决技能可以完成理解问题、确定问题解决策略计划、完成问题解决策略阶段元认知活动的三个指标。学生在澄清层次的元认知问题解决技能能够满足理解问题、确定问题解决策略方案、完成问题解决策略、回顾问题阶段元认知活动的三个指标。
Potret Keterampilan Metakognitif Problem Solving dalam Level Penalaran Kontroversial Siswa
The purpose of this study is to describe the metacognitive problem-solving skills of class X SMA Negeri 1 Kediri students at the level of initial controversial reasoning, exploration, and clarification, when solving irrational inequality problems. This research is descriptive research with a qualitative approach. Data collection techniques used controversial problem tests, problem-solving tests, think-aloud methods, and task-based semi-structured interviews. The data analysis technique used was qualitative data analysis with steps of data reduction, data presentation, and conclusion. The validity of the data used triangulation techniques and member checks. The results show that students' metacognitive problem-solving skills at the initial controversial reasoning level can meet the three indicators of metacognitive activity at the stage of understanding problems and determining the problem-solving strategy plan. Students' metacognitive problem-solving skills at the level of exploration can fulfill the three indicators of metacognitive activity at the stage of understanding problems, determining the problem-solving strategy plans, and completing problem-solving strategies. Students' metacognitive problem-solving skills at the level of clarification can meet the three indicators of metacognitive activity at the stage of understanding the problem, determining the problem-solving strategy plan, completing the problem-solving strategy, and looking back.