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All Journal Jurnal Pendidikan Matematika dan IPA SIGMA: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika (Jupitek) Journal of Authentic Research on Mathematics Eduacation (JARME) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Journal of Research Applications in Community Services Journal Focus Action of Research Mathematic (Factor M) MATHEdunesa Proceeding International Conference on Education Journal on Mathematics Education
Rahayu, Dwi Shinta
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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ANALYSIS OF CRITICAL THINKING SKILLS IN SOLVING HOTS TYPE PROBLEMS REVIEWED FROM STUDENTS’ METACOGNITIVE AWARENESS Amaliyah, Farizah Nur; Hidayah, Noer; Rahayu, Dwi Shinta; Noer Hidayah
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 2: Desember 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/6shsyg26

Abstract

Critical thinking ability is one of the essential 21st-century competencies that must be developed in students. The low level of students’ critical thinking skills in solving Higher Order Thinking Skills (HOTS) problems on the Two-Variable Linear Equation System (TVLES) material is an issue that requires further investigation. This study aims to analyze students’ critical thinking skills in solving HOTS problems based on their level of metacognitive awareness. This research employed a descriptive qualitative design involving 31 students of class VIII-A at MTs Sunan Gunung Jati. Data were collected through a metacognitive awareness questionnaire, a HOTS test, and interview guidelines. Students were categorized into high, moderate, and low levels of metacognitive awareness for data analysis. The results show that students with high and moderate metacognitive awareness met all critical thinking indicators: interpretation, analysis, evaluation, and inference, and those with low metacognitive awareness fulfilled only interpretation and analysis indicators. This study provides new insights into the relationship between metacognitive awareness and critical thinking skills in learning TVLES at the junior secondary level, an area rarely explored in previous studies. The findings have strong practical implications, suggesting that mathematics teachers should integrate metacognitive strategy training Learning models to systematically foster students’ metacognitive awareness and enhance their critical thinking skills.
Co-Authors Ahmad Wachidul Kohar Amaliyah, Farizah Nur Anggraini, Ninda Sundari Araiku, Jeri Azizah, Fita Nuril Eka Resti Wulan El Milla, Yulia Izza Fiangga, Shofan Hamidah, Dewi Jannah, Muzayyanatul Kartikasari, Apriliyani Diah Nalsa Cintya Resti Noer Hidayah Noer Hidayah Pebriyanti, Putri Rahmawati, Sofiyah Yurizka Melia Sari Zuroidah, Ninik