Metacognitive knowledge of mathematics education students in analytical geometry of space

Sutama,; Anif, Sofyan; Prayitno, Harun Joko; Sari, Diana Purwita

doi:10.1088/1742-6596/1211/1/012056

Cited by 12 publications

(14 citation statements)

References 9 publications

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“…Students with high metacognition abilities can solve problems precisely and precisely. This result is relevant to the research (Sutama et al, 2019). Students with medium abilities can meet several indicators such as awareness, evaluation, and regulation, even though they do not meet all indicators.…”

Section: Low Ability Subject (S-3)mentioning

confidence: 75%

“…Only students with high abilities can solve problems accurately and precisely among the three subjects presented. This research is relevant to the research conducted (Sutama et al, 2019). Students with high skills can meet all aspects of metacognition, namely awareness, evaluation, and regulation.…”

Section: Low Ability Subject (S-3)mentioning

confidence: 99%

“…Metacognition is indispensable for students in solving math problems (Sutama et al, 2019). Since the enactment of online or online learning, students have been less given space to apply their metacognition skills.…”

Section: Introductionmentioning

confidence: 99%

“…The study focused on developing instruments to measure students' metacognition in the first category. The instrument is 1) Essay questions (Sutama et al, 2019), 2) A questionnaire metacognition (Purnomo et al, 2017). The second category is research on the role of student metacognition.…”

Section: Introductionmentioning

confidence: 99%

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Students' metacognition in solving non-routine problems

Kholid

Ahadiyati

2022

ajpm

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Students’ metacognition abilities based on their aspects have different levels. Metacognition aspects had categorized into parts of awareness aspects, evaluation aspects, and aspects of regulation. This study aims to describe how students are metacognitive in solving non-routine problems based on awareness, evaluation, and regulation characteristics. This research is a descriptive qualitative study with a sampled class VIII A Junior High School Batik Special Program (PK) Surakarta, which consisted of six students. The instruments in this research are non-routine problems or tests, observation sheets, and interview guidelines. The questions validator in this research are two teachers and a Mathematics Education lecturer from the University of Muhammadiyah Surakarta. The data collection technique uses tests, observations, and interviews. The data analysis technique of research had carried out through three stages: data reduction, data presentation, and conclusion drawing. This study concluded that the student's metacognition of eighth grade in solving non-routine problems had not developed better. Only one student can ideally find the metacognition aspects of awareness, evaluation, and regulation. Compared to medium-capable students, students with high abilities can discover the metacognition aspects well. In comparison, students with low skills have not been able to find all indicators of metacognition. Based on the results, further research may discover students’ obstacles in implementing metacognition for mathematical problem-solving.

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Section: Low Ability Subject (S-3)mentioning

confidence: 75%

Section: Low Ability Subject (S-3)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students' metacognition in solving non-routine problems

Kholid

Ahadiyati

2022

ajpm

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“…Solving such problems makes students able to think critically, systematically, and logically. This is because a structured mindset formed in the individual, so students can be skilled in dealing with problems that must be resolved (Sutama, Anif, Prayitno, & Sari, 2019).…”

Section: Engineeringmentioning

confidence: 99%

Development of Mathematics Learning Process by Using Flipped Classroom Integrated by STEAM Education in Senior High School

Sutama¹,

Prayitno²,

Ishartono³

et al. 2020

ujer

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There are two purposes of this study. 1) Describe the developing process of mathematics learning process by using flipped classroom integrated by five disciplines, namely science, technology, engineering, art, and mathematics (STEAM). 2) Test the effectiveness of mathematics learning with flipped classroom-oriented STEAM in high school. Methodology: This research is research and development (R&D) with the ADDIE model, which comprises five stages, i.e. analysis, design, development, implementation, and evaluation. Data collection techniques were done by observation, walkthrough, and tests. The research was conducted in SMA Negeri 1 Gemolong on 2019/2020 academic year. Data collection techniques were done by observation, walkthrough, and tests. Results: The results showed that 1) The process of learning mathematics with flipped classroom-oriented STEAM, namely (a) Before face-to-face stage in class, students were asked to learn independently by watching learning videos on the internet; (b) Students were divided into several heterogeneous groups and given problems and projects in each group (groups of 4-6 students); (c) Each group was asked to solve a problem by integrating five disciplines (STEAM); (d) The teacher facilitated and monitored students in designing the project; (e) Students completed projects outside the classroom; (f) Students presented project results in class; and (g) In the end of a lesson, students were given a quiz or a short test. 2) Mathematics learning through flipped classroom-oriented STEAM was effective in terms of material mastery. Applications/Originality/Value: The findings of this research give overviews regarding to the implementation of flipped classroom integrated by STEAM learning which increases students' understanding.

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Defragmenting students' thinking structures in constructing mathematical concepts in statistics materials

Laili,

Kholid

2024

VI INTERNATIONAL SCIENTIFIC CONVENTION OF UNIVERSIDAD TéCNICA DE MANABí: Advances in Basic Sciences, Informatics and Applied En

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Metacognitive knowledge of mathematics education students in analytical geometry of space

Cited by 12 publications

References 9 publications

Students' metacognition in solving non-routine problems

Students' metacognition in solving non-routine problems

Development of Mathematics Learning Process by Using Flipped Classroom Integrated by STEAM Education in Senior High School

Defragmenting students' thinking structures in constructing mathematical concepts in statistics materials

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