Proses Metakognitif Siswa Dalam Menyelesaikan Masalah High Order Thinking

Jojor Janni Astuti Sigalingging, Makbul Muksar, Abdul Qohar

Abstract


Abstract: Metacognitive plays an important role in supporting students' success in solving High Order Thinking questions. The ability to think high-level includes analyzing, evaluating, and creating. Based on the type metacognitive consists of awareness, regulation, and evaluation. The data collected in this study is descriptive because the main data from this study are verbal data in the form of student expressions. This study aims to describe the metacognitive process of students in solving high order mathematical thinking problems. The metacognitive process of the type of awareness occurs when students try to understand the High Order Thinking problem and rethink what was previously known from the problem. metacognitive process type of regulation occurs when students rethink work steps and strategies that will be used in solving High Order Thinking problems. The metacognitive process type of evaluation occurs when students feel doubtful about the answers obtained, so rethink the results and check the truth of the answers obtained.

Abstrak: Metakognitif memainkan peran penting dalam mendukung kesuksesan siswa menyelesaikan soal High Order Thinking. Kemampuan berpikir tingkat tinggi, meliputi menganalisis, mengevaluasi, dan mencipta. Berdasarkan jenisnya metakognitif terdiri dari awareness, regulation, dan evaluation. Data yang dikumpulkan pada penelitian ini bersifat deskriptif karena data utama dari penelitian ini adalah data verbal yang berupa ungkapan-ungkapan siswa. Penelitian ini bertujuan untuk mendeskripsikan proses metakognitif siswa dalam menyelesaikan soal high order thinking matematika. Proses metakognitif jenis awareness terjadi saat siswa berusaha untuk memahami soal High Order Thinking dan memikirkan kembali apa yang diketahui sebelumnya dari soal. proses metakognitif jenis regulation terjadi saat siswa memikirkan kembali langkah kerja dan strategi yang akan digunakan dalam menyelesaikan soal High Order Thinking. Proses metakognitif jenis evaluation terjadi saat siswa merasa ragu dengan jawaban yang diperoleh sehingga memikirkan kembali hasil dan memeriksa kebenaran jawaban yang diperoleh.

Keywords


metacognitive processes; solve the problem; high order thinking; proses metakognitif; menyelesaikan masalah: high order thinking

Full Text:

PDF

References


Aydogdu, M., & Kesan, C. (2014). A Research on Geometry Problem Solving Strategies Used by Elementary Mathematics

Teacher Candidates. Journal of Educational and Instructional Studies in The World, 4(1).

Conklin, W. (2012). Higher Order Thinking Skills to Develop 21st Century Learners. Huntington Neach: Shell Educational

Publishing, Inc.

Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research

(4th ed.). Boston: Pearson.

Garofalo, J., & Lester, F. K. (1985). Metacognition, Cognitive Monitoring, and Mathematical Performance. Journal for

Research in Mathematics Education, 16(3), 163–176.

King, F. J., Goodson, L., & Rohani, F. (2009). Higher Order Thinking Skills. Center for Advancement of Learning and

Assessment. Retrieved 20 February 2018, from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf

Kuzle, A. (2013). Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry

Environment. International Electronic Journal of Mathematics Education – IΣJMΣ, 8(1), 20–40.

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.

Miles, M. B., Huberman, A. M., & Saldana, J. (2015). Qualitative Data Analysis A Methods Sourcebook (3rd ed.). Thousand

Oaks: SAGE.

Mora, F. B., & Rodriguez, A. R. (2013). Cognitive Processes Developed by Students When Solving Mathematical Problems

within Technological Environment. TME, 10(1), 109–136.

Murni, A. (2010). Pembelajaran Matematika dengan Pendekatan Metakognitif Berbasis Masalah Kontekstual. Prosiding

Seminar Nasional Matematika dan Pendidikan Matematika.

Özsoy, G., & Ataman, A. (2009). The Effect of Metacognitive Strategy Training on Mathematical Problem Solving

Achievement. International Electronic Journal of Elementary Education, 1(2), 68–83.

Resnick, L. B. (1992). Education and Learning to Think. Washington: National Academy Press.

Reys, R., Lindquist, M. M., & Lambdin, D. V. (2009). Helping Children Learn Mathematics (9th ed.). Nebraska: John Wiley

Sons, Inc.

Sanjaya, W. (2013). Penelitian Pendidikan: Jenis, Metode, dan Prosedur. Jakarta: Kencana.

Siegel, M. A. (2012). Filling in the distance between us: Group Metacognition during Problem Solving in a Secondary

Education Course. Journal of Science Education and Technology, 21(3), 325–341.

Subanji. (2013). Pembelajaran Matematika Kreatif dan Inovatif. Malang: UM Press.

Tarim, K. (2009). The Effects of Cooperative Learning on Preschoolers’ Mathematics Problem-Solving Ability. Educational

Studies in Mathematics, 72(3), 325–340.

Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and Learning: Conceptual and

Methodological Considerations. Metacognition and Learning, 1(1), 3–14.

Wilson, J., & Clarke, D. (2004). Towards the Modelling of Mathematical Metacognition. Mathematics Education Research

Journal, 16(2), 25–48.

Yong, H. T., & Kiong, L. N. (2006). Metacognitive Aspect of Mathematics Problem Solving. MARA University of Technology

Malaysia.




DOI: http://dx.doi.org/10.17977/jptpp.v4i12.13084

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Jojor Janni Astuti Sigalingging, Makbul Muksar, Abdul Qohar

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License