DESCRIPTION OF METACOGNITION IN SOLVING MATHEMATICAL PROBLEMS BASED ON ADVERSITY QUOTIENT OF GRADE XII STUDENTS AT SMAN 1 TAKALAR

Winda Pratiwi — Mon, 09 Oct 2023 19:26:56 +0800

This study is descriptive research with qualitative in nature. It aims to describe metacognition of student in solving mathematical problem based on adversity quotient. Subjects of this study were three students in grade XII-MIA-2 SMAN 1 Takalar. Study instruments were test of mathematical problem, adversity quotient questionnaire, interview guidance. Data validity employed triangulation method and period. The results of this study indicates that climber students' metacognition had awareness or knowledge about problems. Climber students also had the knowledge or awareness in managing and controlling problem solving strategies to get conclusions. The solving strategies were heuristic strategies, forward thinking strategies, inductive strategies, and deductive strategies. Climber students also had the knowledge or awareness in choosing the appropriate strategy for themselves. Whereas metacognition of camper students had awareness or knowledge about problems. Camper students also had knowledge or awareness in managing and controlling heuristic, inductive, and deductive strategies until conclusions were obtained. However, for the strategy of thinking forward conclusions obtained by camper students were not appropriate. Camper students also had knowledge or awareness in choosing appropriate strategy for themselves. Quitter students, in solving mathematical problems, had awareness or knowledge about problems. The students had knowledge and awareness in managing and controlling the strategy of forward thinking in solving problems until conclusions were obtained. However, quitter students were not have the knowledge or awareness in managing or controlling heuristic, inductive, and deductive strategies, in solving their problems.

EKSPLORATION OF METACOGNITIVE SKILLS IN SOLVING COMBINATORICS PROBLEMS IN TERMS OF COGNITIVE STYLE

Kameliani Kameliani, Nurdin Arsyad, Muhammad Darwis — Mon, 09 Oct 2023 19:33:51 +0800

The aims of this study is to explore the metacognitive skills of mathematics students in solving combinatorics problems in terms of the cognitive style of verbalizer-visualizer. The results of the study revealed that there were differences in the subjects’ metacognitive skills in the cognitive verbalizer style and subjects of cognitive visualizer style in solving combinatoric problems. In planning stage, the verbalizer style subjects had no difficulties in understanding the question; whereas, the visualizer subjects had to read several times to understand the questions. The visualizer subjects did draw activity in the planning; whereas, the verbalizer subjects wrote in order. The visualizer subjects could not find the problem solving plan quickly; the subjects must use several plans to find appropriate method by using illustration. In contrast, the verbalizer subjects were able to find problem solving plan quickly by registering. In monitoring stage, the verbalizer subjects solved the problems by writing it down one by one; whereas, the visualizer subjects had difficulty in solving problems by writing it down one by one. The visualizer subjects felt easier to do the task by involving pictures in forms of table or diagram with arrows. The verbalizer subjects did monitoring on cognitive strategy being used; whereas, the visualizer subjects were less careful in monitoring activity on cognitive strategy being use. In evaluating stage, there was no significant difference between verbalizer subjects and visualizer subjects.

Jurnal Wadah Komunikasi (JWK)

DESCRIPTION OF METACOGNITION IN SOLVING MATHEMATICAL PROBLEMS BASED ON ADVERSITY QUOTIENT OF GRADE XII STUDENTS AT SMAN 1 TAKALAR

EKSPLORATION OF METACOGNITIVE SKILLS IN SOLVING COMBINATORICS PROBLEMS IN TERMS OF COGNITIVE STYLE