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All Journal Jurnal Infinity AKSIOMA JURNAL PENDIDIKAN MATEMATIKA WARTA JIPM (Jurnal Ilmiah Pendidikan Matematika) Al-Jabar : Jurnal Pendidikan Matematika AL-ISHLAH: Jurnal Pendidikan Jurnal SOLMA CARADDE: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal on Learning and Advanced Education (IJOLAE)
Muhammad Noor Kholid
Universitas Muhammadiyah Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Al-Jabar : Jurnal Pendidikan Matematika

 1 
Students' metacognition in solving non-routine problems Muhammad Noor Kholid; Arina Ahadiyati
Al-Jabar: Jurnal Pendidikan Matematika Vol 13, No 1 (2022): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (5708.447 KB) | DOI: 10.24042/ajpm.v13i1.11776

Abstract

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.
Students' metacognition in solving non-routine problems Muhammad Noor Kholid; Arina Ahadiyati
Al-Jabar: Jurnal Pendidikan Matematika Vol 13, No 1 (2022): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v13i1.11776

Abstract

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.
Co-Authors Adi Nurcahyo Adi Nurcahyo Afifatul Ayu Astiani Ahmad Zul Fakar Ahmad Zul Fakar Annisa Swastika Aprian Agung Kurniawan Arina Ahadiyati Cholis Sa’dijah Christina Kartika Sari Erry Hidayanto Fuad Luky Atmaja Indriyani Tri Jayanti Khofifah Titan Palupi Lingga Nico Pradana Mardiana Nissa Masduki Mohamad Waluyo Mohammad Rifki Maulana Muhamad Toyib Naufal Ishartono Nuqthy Faiziyah Nuriya Hazma Arifatul Ulya Permadi, Hendro Pratama, Muhammad Alif Rafiza binti Abdul Razak Siti Hajar binti Halili Soraya Djamilah, Soraya Sri Rejeki Sri Sutarni Sutama SWASTI MAHARANI Swasti Maharani Tika Andriani Tina Putri Alfiana Tonra, Wilda Syam Toto Nusantara Yoga Dwi Windy Kusuma Ningtyas Zeni Fadlila Agustina