Aktivitas Metakognitif Siswa dengan Gaya Kognitif Reflektif dalam Memecahkan Masalah Matematika
Keywords:
Metakognitif, Pemecahan Masalah, Gaya Kognitif Reflektif
Abstract
Pemecahan masalah merupakan salah satu tujuan utama dalam mata pelajaran matematika. Salah satu faktor keberhasilan siswa dalam proses memecahkan masalah matematika yaitu metakognitif. Aktivitas metakognitif penting dalam proses pemecahan masalah yang dilakukan siswa, dimana setiap siswa memiliki cara yang berbeda-beda dalam memecahkan masalah. Tujuan penelitian ini adalah untuk mendeskripsikan aktivitas metakognitif siswa dengan gaya kognitif reflektif dalam memecahkan masalah matematika. Jenis penelitian yang digunakan adalah jenis penelitian kualitatif dengan pendekatan deskriptif. Pengumpulan data dilakukan dengan pemberian Matching Familiar Figure Test (MFFT), soal tes pemecahan masalah, dan wawancara. Penelitian ini dilakukan pada salah satu kelas VII di MTsN 1 Kediri. Subjek penelitian sebanyak 2 siswa dengan gaya kognitif reflektif. Hasil penelitian diperoleh bahwa subjek dengan gaya kognitif reflektif mengalami semua aktivitas metakognitif dalam memecahkan masalah matematika yang diberikan yaitu mengalami aktivitas metakognitif awareness pada tahap memahami masalah, mengalami aktivitas metakognitif evaluation pada tahap membuat rencana, mengalami aktivitas metakognitif regulation pada tahap melaksanakan rencana, dan mengalami aktivitas metakognitif evaluation pada tahap memeriksa kembali.
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References
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Schoenfeld, A. H. (2016). Learning to Think Mathematically : Problem Solving , Metacognition , and Sense Making in Mathematics (Reprint). Journal of Education, 196(2), 1–38.
Shodikin, A., Sumarno, W. K., & Nurkumala, S. E. (2022). Student Metacognition in Mathematics Problem Solving on Set Materials. Mathline : Jurnal Matematika Dan Pendidikan Matematika, 7(2), 288–297. https://doi.org/10.31943/mathline.v7i2.297
Sugiyono, S. (2013). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R&D. ALFABETA.
Taufik, A. R., Suryani, D. R., & Nurhayati, N. (2022). Analisis Metakognisi Siswa dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Kognitif Reflektif dan Impulsif. Science Map Journal, 4(1), 40–48.
Udil, P. A. (2019). Proses Metakognisi dalam Pemecahan Masalah Matematika. Seminar Nasional Pendidikan Matematika, Kupang, 1 Juli 2019, 81–88.
Ukobizaba, F., Nizeyimana, G., & Mukuka, A. (2021). Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature. Eurasia Journal of Mathematics, Science and Technology Education, 17(3), 1–10. https://doi.org/10.29333/ejmste/9728
Wahyudi, W., & Anugraheni, I. (2017). Strategi Pemecahan Masalah Matematika. Salatiga: Satya Wacana University Press..
Wilson, J., & Clarke, D. (2002). Monitoring Mathematical Metacognition. In Paper presented at the annual meeting of the American Education Research Association. New Orleans: Report Research.
Aurah, C. M., Keaikitse, S., Isaacs, C., & Finch, H. (2011). The Role of Metacognition in Everyday Problem Solving Among Primary Students in Kenya. Problems of Education in the 21st Century, 30, 9–21.
Awaliya, V. I., & Masriyah, M. (2022). Proses Berpikir Kritis Siswa SMA dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Kognitif Reflektif dan Impulsif. MATHEdunesa, 11(1), 70–79. https://doi.org/10.26740/mathedunesa.v11n1.p70-79
Conway, J. H. (2004). How to Solve it (A New Aspect of Mathematical Method). United States of America: Princeton University Press. https://doi.org/10.1017/cbo9780511616747.007
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed methods approaches (Vol. 3rd). California: SAGE Publications Inc.
García, T., Boom, J., Kroesbergen, E. H., Núñez, J. C., & Rodríguez, C. (2019). Planning, Execution, and Revision in Mathematics Problem Solving: Does The Order of The Phases Matter? Studies in Educational Evaluation, 61, 83–93. https://doi.org/10.1016/j.stueduc.2019.03.001
Guven, B., & Cabakcor, B. O. (2013). Factors Influencing Mathematical Problem-Solving Achievement of Seventh Grade Turkish Students. Learning and Individual Differences, 23, 131–137. https://doi.org/10.1016/j.lindif.2012.10.003
Haavold, P. Ø., & Sriraman, B. (2022). Creativity in Problem Solving: Integrating Two Different Views of Insight. ZDM - Mathematics Education, 54, 83–96. https://doi.org/10.1007/s11858-021-01304-8
Huda, N., & Marsal, J. (2021). Exploring Student Metacognitive Failures Based on Red Flag in Mathematic Problem Solving: A Case Study in Mathematic Education Program. Proceedings of the 3rd Green Development International Conference (GDIC 2020), 205, 452–460. https://doi.org/10.2991/aer.k.210825.077
Huda, N., Sutawidjaja, A., Subanji, S., & Rahardjo, S. (2018). The Errors of Metacognitive Evaluation on Metacognitive Failure of Students in Mathematical Problem Solving. Journal of Physics: Conference Series, 1008, 1–9. https://doi.org/10.1088/1742-6596/1008/1/012073
Ikram, Z. J. W., & Azis, N. (2017). Kegiatan Metakognitif dalam Memecahkan Masalah Matematika. Prosiding Seminar Nasional “Tellu Cappa,” 16-17 September, 810–820.
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding It Up: Helping Children Learn Mathematics. Wasington DC: National Academy Press.
Kuzle, A. (2013). Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment. International Electronic Journal of Mathematics Education, 8(1), 20–40. https://doi.org/10.29333/iejme/272
Liljedahl, P., Santos-Trigo, M., Malaspina, U., & Bruder, R. (2016). Problem Solving in Mathematics Education. In ICME-13 Topical Surveys.Springer Open. https://doi.org/10.1007/978-94-007-4978-8_129
Maf’ulah, S., & Juniati, D. (2020). The Effect of Learning with Reversible Problem-Solving Approach on Prospective-Math-Teacher Students’ Reversible Thinking. International Journal of Instruction, 13(2), 329–342. https://doi.org/10.29333/iji.2020.13223a
Magiera, M. T., & Zawojewski, J. S. (2011). Characterizations of Social-Based and Self-Based Contexts Associated with Students’Awareness, Evaluation,and Regulation of Their Thinking During Small-Group Mathematical Modeling. Journal for Research in Mathematics Education, 42(5), 486–520. https://doi.org/10.5951/jresematheduc.42.5.0486
Mahromah, A. L., & Manoy, J. T. (2013). Identifikasi Tingkat Metakognisi Siswa dalam Memecahkan Masalah Matematika Berdasarkan Perbedaan Skor Matematika. MATHEdunesa, 2(1), 10–17.
Mohd, N., & Mahmood, T. F. P. T. (2011). The Effects of Attitude Towards Problem Solving in Mathematics Achievements. Australian Journal of Basic and Applied Sciences, 5(12), 1857–1862.
Novotná, J., Eisenmann, P., Přibyl, J., Ondrušová, J., & Břehovský, J. (2014). Problem Solving in School Mathematics Based on Heuristic Strategies. Journal on Efficiency and Responsibility in Education and Science, 7(1), 1–6. https://doi.org/10.7160/eriesj.2013.070101.Introduction
Purnomo, D., Nusantara, T., Subanji, S., & Rahardjo, S. (2017). The Characteristic of the Process of Students’ Metacognition in Solving Calculus Problems. International Education Studies, 10(5), 13–25. https://doi.org/10.5539/ies.v10n5p13
Rosita, I., Syamsuri, S., Nindiasari, H., & Sukirwan, S. (2021). Analisis Keterampilan Metakognisi Siswa SMP dengan Gaya Kognitif Reflektif-Impulsif dalam Pemecahan Masalah Geometri. Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 6(2), 148–166. https://doi.org/10.23969/symmetry.v6i2.4705
Schoenfeld, A. H. (2016). Learning to Think Mathematically : Problem Solving , Metacognition , and Sense Making in Mathematics (Reprint). Journal of Education, 196(2), 1–38.
Shodikin, A., Sumarno, W. K., & Nurkumala, S. E. (2022). Student Metacognition in Mathematics Problem Solving on Set Materials. Mathline : Jurnal Matematika Dan Pendidikan Matematika, 7(2), 288–297. https://doi.org/10.31943/mathline.v7i2.297
Sugiyono, S. (2013). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R&D. ALFABETA.
Taufik, A. R., Suryani, D. R., & Nurhayati, N. (2022). Analisis Metakognisi Siswa dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Kognitif Reflektif dan Impulsif. Science Map Journal, 4(1), 40–48.
Udil, P. A. (2019). Proses Metakognisi dalam Pemecahan Masalah Matematika. Seminar Nasional Pendidikan Matematika, Kupang, 1 Juli 2019, 81–88.
Ukobizaba, F., Nizeyimana, G., & Mukuka, A. (2021). Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature. Eurasia Journal of Mathematics, Science and Technology Education, 17(3), 1–10. https://doi.org/10.29333/ejmste/9728
Wahyudi, W., & Anugraheni, I. (2017). Strategi Pemecahan Masalah Matematika. Salatiga: Satya Wacana University Press..
Wilson, J., & Clarke, D. (2002). Monitoring Mathematical Metacognition. In Paper presented at the annual meeting of the American Education Research Association. New Orleans: Report Research.
Published
2023-08-08
How to Cite
Ikhwani, A., Subanji, S., & Susanto, H. (2023). Aktivitas Metakognitif Siswa dengan Gaya Kognitif Reflektif dalam Memecahkan Masalah Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(3), 2566-2580. https://doi.org/10.31004/cendekia.v7i3.2481
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Articles
Copyright (c) 2023 Anggraini Dwi Ikhwani, Subanji Subanji, Hery Susanto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
