Metakognisi siswa dalam pemecahan masalah trigonometri

Sasongko, Dimas Femy, Subanji, Subanji and Sulandra, I Made (2018) Metakognisi siswa dalam pemecahan masalah trigonometri. Jurnal Kajian Pembelajaran Matematika, 2 (2). pp. 82-95. ISSN 2549-8584

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Metacognition is one’s awareness, regulation, and evaluation of his/her thinking. Hence, metacognition is an influencing
factor in mathematical problem-solving. The aim of this qualitative research is to comprehend metacognition from one
student of High Problem Solving Achiever (HPSA) and one student of Low Problem Solving Achiever (LPSA) when
solving trigonometry problems. The methods used in this research are think-aloud protocol and interview that
triangulated concerning metacognitive awareness, metacognitive regulation, and metacognitive evaluation aspects. The
result indicates that in metacognitive awareness, LPSA student has more difficult in modelling the problem than HPSA
student. In metacognitive regulation, the global plan, local plan, and actions which composed by LPSA didn’t tend to the
solution. In metacognitive evaluation, even though LPSA student did more metacognition activities than HPSA student,
but it didn’t guarantee LPSA student to achieve the correct answer.

Item Type: Journal Article
Keywords: metacognition, problem solving, trigonometry
Subjects: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 EDUCATION > 1303 Specialist Studies In Education > 130303 Education Assessment and Evaluation
Divisions: Faculty of Tarbiyah and Teaching Training > Department of Islamic Early Childhood Education
Depositing User: Dimas Femy Sasongko
Date Deposited: 27 Jan 2020 12:00


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