KEGAGALAN METAKOGNITIF MAHASISWA DALAM MENYELESAIKAN ILL- STRUCTURED PROBLEM PADA MATERI FUNGSI KUADRAT
DOI:
https://doi.org/10.31100/histogram.v6i2.2443Kata Kunci:
kegagalan metakognitif, ill structured problem, fungsi kuadratAbstrak
Penelitian ini dilatarbelakangi oleh kegagalan mahasiswa dalam menyelesaikan ill-structured problem. Langkah penyelesaian ill-structured problem yang digunakan meliputi: representasi masalah, proses solusi, serta monitoring dan evaluasi. Â Kegagalan dalam menyelesaikan ill-structured problem ini ditandai dengan kurang tepatnya jawaban yang ditemukan, atau bahkan tidak ditemukannya jawaban yang sesuai. Kegagalan mahasiswa dalam menyelesaikan ill-structured problem ini selanjutnya dikaji dengan menggunakan kerangka kegagalan metakognitif. Adapun kerangka kegagalan metakognitif terdiri dari 3 jenis, yaitu metacognitive blindness, metacognitive mirage, dan metacognitive vandalism. Selanjutnya, penelitian ini bertujuan untuk mendeskripsikan kegagalan metakognitif mahasiswa saat mengerjakan ill-structured problem, khususnya pada materi fungsi kuadrat. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan jenis deskriptif eksploratif. Subjek dari penelitian ini terdiri dari 3 orang mahasiswa Pendidikan Matematika Universitas Islam Malang yang mengalami kegagalan saat menyelesaikan ill-structured problem. Ketiga subjek penelitian tersebut, selanjutnya disebut sebagai S1, S2, dan S3. Hasil dari penelitian ini diketahui bahwa S1 mengalami kegagalan metakognitif tipe vandalism, S2 mengalami kegagalan metakognitif tipe mirage, dan S3 mengalami kegagalan metakognitif tipe blindness. Jadi dapat disimpulkan bahwa kegagalan subjek dalam proses penyelesaian ill-structured problem berkaitan dengan ketiga jenis kegagalan metakognitif.
Referensi
Araiku, J., I. N. Parta, and S. Rahardjo. 2019. “Analysis of Students’ Mathematical Problem Solving Ability as the Effect of Constant Ill-Structured Problem’s Employment.†Journal of Physics: Conference Series 1166(1).
Assad, Dorothy Ann. 2015. “Task-Based Interviews in Mathematics: Understanding Student Strategies and Representations through Problem Solving.†International Journal of Education and Social Science www.ijessnet.com 2(1): 17–26. www.ripknet.org.
Baumanns, Lukas, and Benjamin Rott. 2022. “Identifying Metacognitive Behavior in Problem-Posing Processes: Development of a Framework and a Proof of Concept.†International Journal of Science and Mathematics Education (0123456789). https://doi.org/10.1007/s10763-022-10297-z.
Goos, Merrilyn. 2002. “Understanding Metacognitive Failure.†Journal of Mathematical Behavior 21(3): 283–302.
Güner, Pınar, and Hatice Nur Erbay. 2021. “Prospective Mathematics Teachers’ Thinking Styles and Problem-Solving Skills.†Thinking Skills and Creativity 40(February): 100827. https://doi.org/10.1016/j.tsc.2021.100827.
Huda, Nizlel et al. 2016. “University Students Metacognitive Failures in Mathematical Proving Investigated Based on the Framework of Assimilation and Accommodation.†Educational Research and Reviews 11(12): 1119–28.
Kim, Joo Yeun, and Kyu Yon Lim. 2019. “Promoting Learning in Online, Ill-Structured Problem Solving: The Effects of Scaffolding Type and Metacognition Level.†Computers and Education 138(November 2017): 116–29.
Laxman, Kumar. 2010. “A Conceptual Framework Mapping the Application of Information Search Strategies to Well and Ill-Structured Problem Solving.†Computers and Education 55(2): 513–26. http://dx.doi.org/10.1016/j.compedu.2010.02.014.
Liljedahl, Peter, and Jinfa Cai. 2021. “Empirical Research on Problem Solving and Problem Posing: A Look at the State of the Art.†ZDM - Mathematics Education 53(4): 723–35. https://doi.org/10.1007/s11858-021-01291-w.
Magiera, Marta T., and Judith S. Zawojewski. 2011. “Characterizations of Social-Based and Self-Based Contexts Associated with Students’awareness, Evaluation,and Regulation of Their Thinking during Small-Group Mathematical Modeling.†Journal for Research in Mathematics Education 42(5): 486–520.
Ortega, Jeniffer, Patricia Montañes, Anthony Barnhart, and Gustav Kuhn. 2018. “Exploiting Failures in Metacognition through Magic: Visual Awareness as a Source of Visual Metacognition Bias.†Consciousness and Cognition 65(April): 152–68.
Reed, Stephen K. 2016. “The Structure of Ill-Structured (and Well-Structured) Problems Revisited.†Educational Psychology Review 28(4): 691–716.
Santia, Ika et al. 2019. “Ill-Structured Problems : The Case of Quadratic.†Journal on Mathematics Education 10(3): 365–78.
Schraw, G., and R.S Dennison. 1994. “Assessing Metacognitive Awareness.†Contemporary Educational Psychology 19: 460–75.
Shekhar, Medha, and Dobromir Rahnev. 2021. “Sources of Metacognitive Inefficiency.†Trends in Cognitive Sciences 25(1): 12–23. https://doi.org/10.1016/j.tics.2020.10.007.
Tambychik, Tarzimah, and Thamby Subahan Mohd Meerah. 2010. “Students’ Difficulties in Mathematics Problem-Solving: What Do They Say?†Procedia - Social and Behavioral Sciences 8(5): 142–51. http://dx.doi.org/10.1016/j.sbspro.2010.12.020.
Voss, James F. 2006. “Toulmin’s Model and the Solving of Ill-Structured Problems.†Arguing on the Toulmin Model: New Essays in Argument Analysis and Evaluation: 303–11.
Yimer, A, and N F Ellerton. 2006. “Cognitive and Metacognitive Aspects of Mathematical Problem Solving: An Emerging Model.†Identities, cultures, and learning spaces (1994): 575–82.
Yimer, Asmamaw, and Nerida F. Ellerton. 2010. “A Five-Phase Model for Mathematical Problem Solving: Identifying Synergies in Pre-Service-Teachers’ Metacognitive and Cognitive Actions.†ZDM - International Journal on Mathematics Education 42(2): 245–61.
Zydney, Janet. 2008. “Cognitive Tools for Scaffolding Students Defining an Ill-Structured Problem.†Journal of Educational Computing Research 38(4): 353–85.
Unduhan
Diterbitkan
Terbitan
Bagian
Citation Check
Lisensi
Please find the rights and licenses in Histogram: Jurnal Pendidikan Matematika. By submitting the article/manuscript, the author(s) accept this policy.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International.
2. Author's Warranties
The author warrants that the article is original, written by a stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
Histogram: Jurnal Pendidikan Matematika's spirit is to disseminate articles published for free. Under the Creative Commons license, Histogram: Jurnal Pendidikan Matematika permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Histogram: Jurnal Pendidikan Matematika when distributing works in the journal.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in one's future works, including lectures and books,
- The right to reproduce the article for one's purposes,
- The right to self-archive the article,
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (Histogram: Jurnal Pendidikan Matematika).
5. Co-Authorship
If other authors jointly prepared the article, any author submitting the manuscript warrants that all co-authors have authorized them to agree on this copyright and license notice (agreement) on their behalf and agree to inform their co-authors of the terms of this policy. Histogram: Jurnal Pendidikan Matematika will not be held liable for anything arising from the author(s) internal dispute. Histogram: Jurnal Pendidikan Matematika will only communicate with the corresponding author.
6. Royalties
This agreement entitles the author to no royalties or other fees. To such an extent that it is legally permissible, the author waives their right to collect royalties relative to the article regarding any use by Histogram: Jurnal Pendidikan Matematika.
7. Miscellaneous
Histogram: Jurnal Pendidikan Matematika will publish the article (or have it published) in the journal if the editorial process is completed. Histogram: Jurnal Pendidikan Matematika h editors may modify the article to a style of punctuation, spelling, capitalization, referencing, and usage that deems appropriate. The author acknowledges that the article may be published to be publicly accessible, and such access will be free of charge for the readers, as mentioned in point 3.
