Senior High School Students' Metacognitive Awareness Process in Solving Absolute Value Problems
Abstract
The process of metacognitive awareness occurs in learning and problem-solving against understanding. Situations and assumptions about the problem and students' judgments relate their knowledge to what is needed in the problem. This study aimed to describe the metacognitive awareness process of senior high school students solving absolute value problems. An exploratory, descriptive approach is involved in this qualitative research. As many as 101 MAN 3 Mandailing Natal students were given the absolute value problem. Through tests, think-aloud transcripts, and interviews, students are categorized based on their metacognitive awareness. The results showed low metacognitive awareness in tacit and identify use (26%). The process of medium metacognitive awareness is in semi-aware use and aware use (69%). While high metacognitive awareness is on strategic and reflective use (5%). In low metacognitive awareness, the subject thinks about what is being asked and has thought about the information in the question. In medium metacognitive awareness, the subject has reached the stage of relating the information to solve the absolute value problem and rethinking the phase or step (already have strategies) in solving the problem. In high metacognitive awareness, the subject has thought of various techniques, has a unique process, and to the stage of rethinking the description of the answers to the problems that have been solved
Keywords
Metacognitive, Solving, Problems
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DOI: https://doi.org/10.24952/ejpm.v1i1.11397
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