Mathematics Belief and The Use of Metacognitive Strategy in Arithmetics Word Problem Completion Among 3rd Elementary School Students

Abstract

This research aimed to see the relationship between mathematics belief and the use of metacognitive strategy in 3rd-grade elementary students tasked with completing arithmetics word problem. Based on a phenomenon that Indonesian students' performance is still lower than the other countries, this study was also based on the theory that metacognitive strategy and mathematics belief had an impact on arithmetics word problem completion. Ninety-six 3rd-grade elementary school students in Depok, West Java, participated in this study. Knowledge Monitoring Assessment (KMA) was used as an instrument to measure mathematics belief and the Think-Aloud technique was used to measure metacognitive strategy. Pearson-correlation statistical analysis was used to see a relationship between mathematics belief and metacognitive strategy. The result showed that there was a positive and significant relationship between mathematics belief and metacognitive strategy (r = 0,30, p > 0,01, one-tailed). This meant that students who had a better belief in their competence in mathematics would more likely use better metacognitive strategy.

Mathematics belief impact on metacognition in solving geometry: Middle school students

“…This means if there are students who have high confidence in solving geometric problems, it is predicted that these students will have high metacognitive knowledge of solving geometric problems. This is in accordance with the research of Setyawati and Indrasari [30] which shows that students who have more belief in their mathematical abilities use better metacognitive strategies. It can be said that the determinants of students' success in solving mathematical problems do not only depend on their perception of thought processes but also on their beliefs about solving mathematical problems.…”

“…Through awareness, students can improve their abilities [5]. However, the results of a study conducted by Setyawati and Indrasari [6] show that students have not maximized their awareness when solving mathematical problems even though it is essential. The principles of metacognition involve being aware of knowledge and knowing how to apply it to solve problems.…”

The influence of student’s mathematical beliefs on metacognitive skills in solving mathematical problem

“…This means that if students have high confidence in solving mathematical problems, it is predicted that their metacognitive skills will be better at solving mathematical problems, affecting their learning outcomes in mathematics. This is consistent with the research by Setyawati and Indrasari [31] showing that students who are more confident in their mathematical skills use better metacognitive strategies. It can be said that the determinants of students' success in solving mathematical problems depend not only on perceptions of their thought processes, but also on their beliefs in solving mathematical problems.…”