The Characteristic of the Process of Students’ Metacognition in Solving Calculus Problems

Purnomo, Dwi; Nusantara, Toto; Subanji, Subanji; Rahardjo, Swasono

doi:10.5539/ies.v10n5p13

Cited by 25 publications

(23 citation statements)

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“…The findings of this study also corroborate In'am (2016), Purnomo et al (2016) and Purnomo et al (2017) studies which suggest that students with high and medium capability have complete metacognition characteristics at each level. This means that elementary students in the informal deduction phase have metacognitive characteristics that are complete with medium or high math skills.…”

Section: Students' Metacognition Process In Checking Solutions Obtainedsupporting

confidence: 80%

“…It is related to the direct object of mathematics in building facts, concepts, operations, and principles. Gagne in Purnomo (2017) states that the direct object of mathematics is related to the ability of logical thinking, problem-solving, analytical thinking, positive-thinking to mathematics, dilligent, discipline will implicitly be obtained if someone learns mathematics. The statement means facts, concepts, operations, and principles as objects learned in mathematics can be done through learning.…”

Section: Introductionmentioning

confidence: 99%

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Characteristics of Students’ Metacognition Process At Informal Deduction Thinking Level in Geometry Problems

Rofii

Sunardi

Irvan

2018

Int. J. Emerg. Math. Educ.

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AbstrakPenelitian ini bertujuan untuk mengetahui karakteristik proses metakognisi siswa pada tahap berpikir deduksi informal dalam menyelesaikan masalah geometri. Penelitian ini merupakan penelitian deskriptif kualitatif. Sebanyak 66 siswa SD dites kemampuan berpikir geometri Van Hiele untuk dikelompokkan sesuai dengan tahap berpikir geometri. Siswa yang berada pada tahap berpikir deduksi informal kemudian diminta memecahkan masalah geometri. Selanjutnya dilakukan wawancara untuk menggali karakteristik dari proses metakognisinya. Berdasarkan analisis data urutan karakteristik dari proses metakognisi adalah lengkap melalui proses perencanaan, monitoring dan evaluasi. Indikator proses metakognisi tersebut muncul pada setiap komponen pemecahan masalah, mulai dari memahami masalah, menyusun rencana pemecahan masalah, melaksanakan rencana pemecahan masalah hingga memeriksa solusi yang diperoleh. Kata Kunci: Metakognisi, Deduksi Informal, Permasalahan Geometri AbstractThis study aims to determine the characteristics of students' metacognition process at the level of informal deduction thinking in solving geometry problems. This research is a qualitative descriptive research. 66 elementary students were tested about their thinking ability of Van Hiele geometry by dividing them into some groups according to their geometry thinking level. The informal deductive thinking level group was tested for problem-solving geometry. Furthermore, interviews were conducted to explore the characteristics of their metacognition process. Based on the data analysis, the characteristics sequence of the metacognition process is complete through the process of planning, monitoring, and evaluation. The metacognition process indicator appears in each problem-solving component, from understanding the problem, preparing a problem-solving plan, implementing a problem-solving plan to check the solutions obtained.

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Section: Students' Metacognition Process In Checking Solutions Obtainedsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Characteristics of Students’ Metacognition Process At Informal Deduction Thinking Level in Geometry Problems

Rofii

Sunardi

Irvan

2018

Int. J. Emerg. Math. Educ.

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“…The student will be aware of his thinking procedure and assess him or herself to the outcomes of his thought process so that it will reduce the mistake of a student to solve the problem. Purnomo and Nusantara (2017) have indicated that the concept of metacognition is an estimation of an individual's thinking, including metacognitive skills and metacognitive knowledge. In addition, Trisna et al.…”

Section: Theorymentioning

confidence: 99%

Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

Abdelrahman

2020

Heliyon

107

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Metacognition is the ability of learners to take necessary steps to plan suitable strategies for solving the problems they face, to evaluate consequences and outcomes and to modify the approach as needed, based on the use of their prior knowledge. Metacognition helps learners to successfully achieve a personal goal by choosing the right cognitive tool for this purpose. The study, therefore, aims to explain the relationship and impact of metacognitive awareness and academic motivation on student's academic achievement. This descriptive and correlational study design has included 200 students (60 males) studying sociology in the College of Mass Communication and Humanities at Ajman University, UAE. Academic intrinsic motivations scale and the metacognitive awareness inventory were used as instruments. PLS-SEM was used to examine the relationship between metacognitive awareness and academic motivation, and their impact on academic achievement. Females obtained significantly higher levels than males on the two scales of metacognitive awareness, as shown in metacognitive knowledge. Females reported a higher-level academic extrinsic motivation than males. There is a highly significant correlation between the students' academic achievement and academic motivation; academic achievement and academic intrinsic motivation; academic achievement and academic extrinsic motivation. Metacognitive awareness is a major contributor to success in learning and represents an excellent tool for the measurement of academic performance.

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“…Several studies related to the student's metacognition process in mathematical problem solving have been done. Among them are Purnomo et al (2017) that high ability students are in complete and order of their characteristic of metacognition process, middle ability students are in complete and disorder of their characteristic of metacognition process, while low ability students are in incomplete of their characteristic of metacognition process. These studies are generally focused only on the process and characteristics of student's metacognition in solving mathematical problems.…”

Section: Introductionmentioning

confidence: 99%

Student’s Metacognition: Do Intrapersonal Intelligent Make Any Difference?

Rokhima¹,

Fitriyani²

2018

Mosharafa

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AbstrakMetakognisi adalah kesadaran seseorang tentang proses berpikirnya untuk merencanakan, mengamati, dan mengevaluasi. Selain itu, kecerdasan siswa memiliki peran penting untuk menyelesaikan masalah. Tujuan dari penelitian ini adalah untuk mengetahui proses metakognitif siswa dalam rangka menyelesaikan masalah matematika yang ditinjau dari kecerdasan intrapersonal mereka. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subyek ini terdiri dari tiga jenis siswa yang memiliki kecerdasan intrapersonal tinggi, rata-rata, dan rendah. Instrumen yang digunakan adalah kuesioner, tes pemecahan masalah matematika (TPMM) dan wawancara. Data dianalisis dengan menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek yang memiliki kecerdasan intrapersonal tinggi dalam menyelesaikan masalah matematika melakukan perencanaan, pengamatan, dan evaluasi kegiatan di setiap tahap polya. Subyek intelijen interpersonal rata-rata berada di tahap memahami masalah, mengatur dan menerapkan rencana pemecahan masalah. Mereka telah melakukan semua kegiatan metakognitif, tetapi tidak melakukan perencanaan, mengamati, dan mengevaluasi kegiatan di tahap crosschecking. Subjek kecerdasan intrapersonal rendah berada di tahap memahami masalah, perencanaan, pengamatan, dan evaluasi. Namun, dalam mengatur penyelesaian masalah, mereka hanya melakukan perencanaan dan pengamatan tanpa mengevaluasi. Dalam tahap menerapkan rencana pemecahan masalah, mereka hanya melakukan perencanaan tanpa mengamati dan mengevaluasi. Selain itu, mereka tidak melakukan kegiatan metakognitif dalam tahap evaluasi. AbstractMetacognition is the awareness of someone about his thinking process in order to plan, observe, and evaluate. Besides, the student’s intelligence has an important role to accomplish the problem. The objective of this research is to know the students’ metacognitive process in order to accomplish mathematic problem reviewed from their intrapersonal intelligence. This research used descriptive qualitative approach. The subject consists of three kinds of students who have high, average, and low intrapersonal intelligence. The instruments are questionnaire, mathematic problem solving test (TPMM) and interview. The data were analyzed by using reduction of data, presentation of data, and conclusion. The result showed that the subject who has high intrapersonal intelligence in accomplishing the mathematic problem did planning, observing, and evaluating activities in every polya stage. The average interpersonal intelligence subject was in the stage of understanding the problem, arranging and implementing the problem solving plan. They had done all metacognitive activities, but did not do planning, observing, and evaluating activities in the crosschecking stage. The low intrapersonal intelligence subject was in the stage of understanding the problem, planning, observing, and evaluating. However, in arranging the problem solving, they only did planning and observing without evaluating. In the stage of implementing the problem solving plan, they only did the planning without observing and evaluating. In addition, they did not do metacognitive activities in the evaluation stage.

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The Characteristic of the Process of Students’ Metacognition in Solving Calculus Problems

Cited by 25 publications

References 1 publication

Characteristics of Students’ Metacognition Process At Informal Deduction Thinking Level in Geometry Problems

Characteristics of Students’ Metacognition Process At Informal Deduction Thinking Level in Geometry Problems

Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

Student’s Metacognition: Do Intrapersonal Intelligent Make Any Difference?

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