The Metacognition of Junior High School Students in Posing Mathematical Problems Viewed From Cognitive Style

DOI

10.2991/icss-19.2019.213How to use a DOI?

Keywords

Metacognition; Problem Posing; Cognitive Style

Abstract

This study examines the metacognition activity of grade IX junior high school students in posing mathematical problems based on reflective and impulsive cognitive styles. The subjects in this study were selected based on the equivalent result of mathematical ability test and the results of the Matching Familiar Figure Test (MFFT). Two students were selected as research subjects. The technique of data collection is done by giving the task of problems posing and task-based interviews. Data analysis uses steps to reduce data; present data; and draw conclusions. While to get valid research data; used time triangulation. The results showed that metacognition activities at the step of understanding information; both subjects carried out planning; monitoring; but did not carry out evaluation activities in thinking of other alternative ways that could be better used in understanding information. At the step of developing a plan for problems posing; the two subjects carried out planning and monitoring activities but in the activity of evaluating the reflective subject did not conduct an evaluation in convincing himself that there were still other alternatives that could be used to make the question. At the step of formulating the problem; both subjects carried out planning; monitoring and evaluation activities. At the step of resolving the problem made; the two subjects carried out planning; monitoring activities; but in the evaluation activities of impulsive subjects did not conduct an evaluation in re-examining the results of the implementation in solving the problem. At the step of re-examining the problems made; both subjects carried out planning and evaluation activities; but in monitoring activities impulsive subjects did not carry out monitoring in thinking of ways to be able to convince themselves that the process of posing problems carried out in the task was correct. This finding provides additional evidence that by using metacognition activities; students are able to control their knowledge in posing mathematical problems.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Abdul Taufik
AU  - Sadrack Pagiling
AU  - Dian Mayasari
AU  - Anis Munfarikhatin
AU  - Irmawaty Natsir
AU  - Oswaldus Dadi
PY  - 2019/11
DA  - 2019/11
TI  - The Metacognition of Junior High School Students in Posing Mathematical Problems Viewed From Cognitive Style
BT  - Proceedings of the International Conference on Social Science 2019 (ICSS 2019)
PB  - Atlantis Press
SP  - 167
EP  - 173
SN  - 2352-5398
UR  - https://doi.org/10.2991/icss-19.2019.213
DO  - 10.2991/icss-19.2019.213
ID  - Taufik2019/11
ER  -