Identification Metacognitive Failure on Mathematics Problem Solving

DOI

10.2991/incomed-17.2018.23How to use a DOI?

Keywords

metacognitive activity; blindness; mirage; vandalism.

Abstract

This aims of this study is to describe the identification process of students' metacognitive failure in solving the mathematical problems. A total 24 students of 3rd semester STKIP PGRI Jombang ask to fulfillment test individually, then fill the questionnaire of metacognitive activity based on the problem-solving process, the result obtained 4 students have a dissonance experienced between the questionnaire of metacognitive activity and the results of his work. The interview used to confirm whether there was a metacognitive failure or not. The results showed that students W had metacognitive blindness in determining what was asked in the problem, the students admitted to having done metacognitive activity and did not realize the error occurred. Student V have an experienced metacognitive mirage in identifying problem information where the student did not acknowledge having metacognitive activity and feels as if a difficulty has actually occurred. While student A have an experienced metacognitive vandalism in planning problem solving solution, the student admitted to having done metacognitive activity and can detect the error but still continue the work process. Other metacognitive vandalism form occurs in student F in applying the planning, then student unsure the rules or formulas used to calculate, but still continues the process.

Copyright

© 2018, 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  - Mr. Abd. Rozak
AU  - Mr. Subanji
AU  - Toto Nusantara
AU  - Mr. I Made Sulandra
PY  - 2018/01
DA  - 2018/01
TI  - Identification Metacognitive Failure on Mathematics Problem Solving
BT  - Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)
PB  - Atlantis Press
SP  - 108
EP  - 113
SN  - 2352-5398
UR  - https://doi.org/10.2991/incomed-17.2018.23
DO  - 10.2991/incomed-17.2018.23
ID  - Abd.Rozak2018/01
ER  -