The results showed that the level of students’ metacognition inproblem-solving via story problems in the materials of linear equations of two variables was atthe level of reflective use, strategic use, and aware use.
📌 3 Key Takeaways
🎯
Objective & Hypothesis:This qualitative case study aimed at describing the level of students’ metacognition inproblem-solving using problem stories in the materials of the linear equation system of twovariables of VIII class at MTs N 1 Pesawaran Lampung.
📊
Key Findings & Data:The participants of the studycomprised three students in VIII class of MTs N 1 Pesawaran Lampung in 2019-2020 academicyear.
💡
Conclusion & Impact:The results showed that the level of students’ metacognition inproblem-solving via story problems in the materials of linear equations of two variables was atthe level of reflective use, strategic use, and aware use.
🔬Design:Research Article
📍Scope:2019-2020 Verileri
⚙️Variables:Domain Parameters
Abstract
This qualitative case study aimed at describing the level of students’ metacognition inproblem-solving using problem stories in the materials of the linear equation system of twovariables of VIII class at MTs N 1 Pesawaran Lampung. The participants of the studycomprised three students in VIII class of MTs N 1 Pesawaran Lampung in 2019-2020 academicyear. In the selection of the participants the purposive sampling method was utilized. The datawere collected via collection a test and an interview. For the data validation the triangulationtechnique was adopted. The results showed that the level of students’ metacognition inproblem-solving via story problems in the materials of linear equations of two variables was atthe level of reflective use, strategic use, and aware use.
🔖
Cite This Article
WİCAKSONO, S. C. R. (2022). AN ANALYSIS OF THE STUDENT METACOGNITION LEVEL IN PROBLEMSOLVING VIA PROBLEM STORIES IN THE MATERIALS OF THE TWOVARIABLE EQUATION SYSTEM. IOJET, Cilt: 7 - Sayı: 4, 1493–1499. https://ajindex.com/articles/540299
Goos, M., and Gilbraith, P.R. (2000). A Money Problem: A Source of Insight into Problem Solving Action. Queensland: The University Of Queensland Retrieved from; http://www.cimt.plymouth.ac.uk/journal/pgmoney.pdf. Accessed on 28 Agustus 2019
Iswahyudi, G. (2011). Aktivitas Metakognisi Mahasiswa dalam Memecahan Masalah Pembuktian. Dalam Budiyono dan (Eds). Prociding Seminar Nasional Matematika dan Pendidikan Matematika. Surakarta: FKIP Universitas Sebelas Maret. Risnanosanti, R. (2008). Kemampuan Metakognitif Siswa dalam Pembelajaran Matematika. Jurnal Pendidikan Matematika. 4(1), 86-98.
Setyadi, D., Subanji, and Muksar, M. (2016). Identification of Students’ Metacognition Level in Solving Mathematics Problem about Sequence. IOSR Journal of Research & Method in Education. 6(6), 01-07.
Suharnan, E. (2005). Psikologi Kognitif. Surabaya: Srikandi Suherman, E. dkk. (2001). Common Textbook Strategi Pembelajaran Matematika Kontemporer. Bandung: Jica UPI Wilson, J. and Clark, D. (2004). Toward the Modelling of Mathematical Metacognision Mathematics. Education Research Journal. 6 (2), 25-48.