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Dewanta Arya Nugraha
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Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret Surakarta Jl. Ir. Sutami No. 36A Kentingan Surakarta 57126
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Journal of Mathematics and Mathematics Education (JMME)
Published by Universitas Sebelas Maret
ISSN : 20898878     EISSN : 27158276     DOI : https://dx.doi.org/10.20961/jmme
Core Subject : Education,
Education Mathematics
Journal Mathematics and Mathematics Education (JMME) is a peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of mathematics and mathematics education. This journal was founded by the Magister of Mathematics Education, Universitas Sebelas Maret. It is published twice in a year (June and December). The JMME welcomes high-quality manuscripts resulted by researchers, scholars, teachers, and professionals from a research project in the scope of Pure Mathematics, Computing Mathematics, Statistics, Mathematics Learning, Evaluation and Assessment in Mathematics Learning, STEAM, Ethnomathematics, ICT in Mathematics Education, Design / Development Research in Mathematics Education
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 101 Documents
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Analysis of Metacognitive Ability in Mathematics Problem Solving of Senior High School Students at Ngemplak Boyolali Safitri, Meilani
Journal of Mathematics and Mathematics Education Vol 13, No 2 (2023): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v13i2.64658

Abstract

Metacognitive ability is closely related to problem solving ability. This research is a survey research involving 150 students of class X from four high schools in Ngemplak Boyolali. The purpose of this study is to describe the results of the analysis of metacognitive abilities in solving mathematical problems. Data was collected using a Metacognitive Awareness Inventory (MAI) questionnaire. Data analysis was carried out quantitatively and qualitatively. The results showed that 23% of students had high metacognitive abilities, 20% of students had moderate metacognitive abilities, and 57% of students had low metacognitive abilities. Most students who have high metacognitive abilities are able to use their metacognitive abilities in solving mathematical problems. Almost all students who have low metacognitive abilities do not use their metacognitive abilities in solving mathematical problems. Overall, students are less than optimal in using metacognitive abilities when solving mathematical problems. 

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