Metacognitive failure in constructing proof and how to scaffold it

Wulan, Eka Resti; Subanji, Subanji; Muksar, Makbul

doi:10.24042/ajpm.v12i2.9590

Cited by 5 publications

(5 citation statements)

References 35 publications

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“…Errors in the problem-solving process that are not realized by the solver are often called metacognitive blindness (Goos, 2002). Consideration of the final results is part of the evaluation activity, but the solver has experienced an error (Huda, Sutawidjaja, Subanji, & Rahardjo, 2018;Wulan, Subanji, & Muksar, 2021).…”

Section: Aspects Of Mathematical Literacy With Islamic Nuances Ration...mentioning

confidence: 99%

Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality

Wulan¹,

Astuti²

2022

Jurnal Didaktik Matematika

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Mathematical literacy is crucial to understand phenomena and good decision-making in real life. This study aims to describe aspects of Islamic nuanced mathematical literacy in prospective teachers, which were viewed from the four personalities of Keirsey. This qualitative descriptive research used a questionnaire of MTBI personality types and a mathematical literacy test with Islamic nuances. The subjects are students in the 7th semester of the mathematics education program at an Islamic university in Kediri City, East Java, Indonesia. The findings showed that rational and idealist subjects could fulfill the "formulating" indicator, but not the guardian and artisan subjects. They were not able to translate problems into mathematical form. The indicators of "employing" and "interpreting" show that subjects with rational personality types can determine better strategies than artisan, guardian, and idealist personality types. That is, it is necessary to integrate the interconnections between the mathematics learning programs related to Islamic elements. A more in-depth portrait of mathematical literacy is needed in different situations from prospective mathematics teachers at Islamic universities.

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Section: Aspects Of Mathematical Literacy With Islamic Nuances Ration...mentioning

confidence: 99%

Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality

Wulan¹,

Astuti²

2022

Jurnal Didaktik Matematika

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“…Keterampilan metakognitif diperlukan untuk keberhasilan belajar karena memberi kemungkinan terhadap siswa untuk mengatur kecakapan kognitif serta melihat kekurangannya sampai dilakukannya perbaikan pada kegiatan selanjutnya (Eriawati, 2015). Selanjutnya, keterampilan metakognitif membantu siswa menjadi lebih terarah dalam mengatur pembelajaran serta menyelesaikan pemecahan masalah matematika dengan benar sampai mereka bisa menumbuhkan prestasi akademiknya (Wardawaty, et al, 2018;Wulan, et al, 2021).…”

Section: Pendahuluanunclassified

Potret Keterampilan Metakognitif Problem Solving dalam Level Penalaran Kontroversial Siswa

Swastika

Wulan

Hamidah

2022

jtm

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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.

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“…Furthermore, no scaffolding is needed. Based on Task-1 and interview, for S3, scaffolding type reviewing, restructuring, and making connection were chosen (Wulan, Subanji, & Muksar, 2021). In the reviewing interaction, it shows us that S3 knows the goals of the question given.…”

Section: Introductionmentioning

confidence: 99%

Teacher Student’s Metacognitive Failure When Solving Sphere Equation Question and Their Scaffolding

Sasongko

2023

AJPM

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AbstrakPemecahan masalah adalah inti dari matematika. Untuk menentukan performa pemecahan masalah seseorang, metakognisi sering digunakan. Alih-alih sukses, kegagalan metakognisi dapat terjadi dan perancah diperlukan untuk mencapai solusi yang benar. Tiga partisipan terpilih merupakan mahasiswa Jurusan Pendidikan Matematika UIN Maulana Malik Ibrahim Malang karena performa penyelesaian soal di Tugas 1 yang rendah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan kegagalan metakognitif ketiga partisipan dan perancahnya. Lembar jawaban Tugas 1 dan wawancara berbasis Tugas 1 dari setiap peserta di triangulasi sebagai data utama. Hasil penelitian ini menunjukkan kebutaan metakognitif, fatamorgana metakognitif, dan perusakan metakognitif terjadi secara beragam dari para peserta ini. Berdasarkan kegagalan metakognitif yang terjadi, perancah yang tepat dipilih. Perancahnya yaitu meninjau, merestrukturisasi, dan membuat koneksi dari pertanyaan yang diberikan untuk membantu peserta mencapai solusi yang benar. Tugas 2, setara dengan Tugas 1, diberikan kepada ketiga peserta untuk mengamati apakah peserta ini tidak membuat kegagalan metakognisi atau tidak perlu perancah lagi. Penelitian ini memberikan contoh praktis dalam menggunakan kombinasi dari lembar jawaban tugas dan wawancara berbasis tugas untuk menilai metakognisi siswa, khususnya kegagalan metakognitif. Sebagai simpulannya, setelah kegagalan metakognitif siswa diidentifikasi, dukungan perancah yang tepat dapat diterapkan dan dapat beragam. Lalu, mutu pembelajaran matematika yang baik dapat dicapai. Kata kunci: kegagalan metakognitif; metakognisi; perancah. AbstractProblem solving is the core of mathematics. To determine one’s problem-solving performance, metacognition is frequently used. Instead of success, metacognition failure could occur and scaffolding is needed to achieve correct solution. Three selected participants are students of Mathematics Education Department of UIN Maulana Malik Ibrahim Malang, due to their low-level question-solving performance in Task 1. This qualitative research aims to describe these three participants’ metacognitive failure and their scaffolding. Task 1 answer-sheet and Task 1-based interview from each of the participants are triangulated as main data. The result of this research indicates metacognitive blindness, metacognitive mirage, and metacognitive vandalism occur variously from these participants. Based on metacognitive failure which occur, the proper scaffoldings are chosen. They are reviewing, restructuring, and making connection from the question given to help participants achieve correct solution. Task 2, equivalent with Task 1, is given to all three participants to observe whether these participants are making no metacognition failure or no need for more scaffolding. This research provides practical example in using combination from task answer sheet and task-based interview to assess students’ metacognition, particularly metacognitive failure. In conclusion, after students’ metacognitive failure is identified, proper scaffolding support may be applied and variously. Then, better mathematics learning quality can be achieved. Keywords: metacognition; metacognitive failure; scaffolding.

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Metacognitive failure in constructing proof and how to scaffold it

Cited by 5 publications

References 35 publications

Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality

Mathematical Literacy with Islamic Nuances Based on Prospective Mathematics Teachers’ Personality

Potret Keterampilan Metakognitif Problem Solving dalam Level Penalaran Kontroversial Siswa

Teacher Student’s Metacognitive Failure When Solving Sphere Equation Question and Their Scaffolding

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