METACOGNITIVE SKILLS IN MATHEMATICS PROBLEM SOLVING
(1) UNY Yogyakarta
(2) UNY
(3) UNY
(*) Corresponding Author
DOI: https://doi.org/10.26858/jds.v6i3.8537
Abstract
Keywords
Full Text:
PDFReferences
Abubakar, W. (2016). Analytical Problem Solving Skill at Social Arithmetic in Project Based Learning in Grade 3 SMP Islam Athirah Bukit Baru. JURNAL DAYA MATEMATIS, 4(3), 380–392.
Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. London: Kogan.
Brown, A. L., & Day, J. . (1983). Macrorules for summarizing texts. The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1–14.
Campione, J. C., Brown, A. L., & Connell, M. L. (1989). Metacognition: On the importance of understanding what you are doing. In R. I. Charles, E. A. Silver, & (Eds.) (Eds.), The teaching and assessing of mathematical problem solving (pp. 93–114).
Cohors-Fresenborg, E., & Kaune, C. (2007). Modelling classroom discussion and categorizing discursive and metacognitive activities. In Proceeding of CERME (pp. 1180–1189).
Garofalo, J., & Lester, F. . (1985). Metacognition, Cognitive Monitoring, and Mathematical performance. Journal for Research in Mathematics Education, 16(3), 163–176.
Gok, T. (2010). The General Assessment of Problem Solving Processes and Metacognition in Physics Education. Eurasian Journla of Physics and Chemistry Education, 2(2), 110–122.
Graumann, G. (2011). Mathematics for problems in the everyday world. Real-world problems for secondary school mathematics students: Case studies (J. Maasz &). Rotterdam: Sense Publishers.
Gurat, M. G., & Medula, C. T. (2016). Metacognitive Strategy Knowledge Use through Mathematical Problem Solving amongst Pre-service Teachers. American Journal of Educational Research, 4(2), 170–189. https://doi.org/10.12691/education-4-2-5
Jacobs, J. E., & Paris, S. G. (1987). Children’s Metacognition About Reading: Issues in Definition, Measurement, and Instruction. Educational Psychologist, 22(3–4), 255–278. https://doi.org/10.1080/00461520.1987.9653052
Kurniati, D., Mukti, R. H., & Jamil, N. A. (2016). Kemampuan Berpikir Tingkat Tinggi Siswa SMP di Kabupaten Jember dalam Menyelesaikan Soal Berstandar PISA. Jurnal Penelitian Dan Evaluasi Pendidikan, 3(11), 555–584.
Muller, E., & Burkhardt, H. (2007). Applications and Modelling for Mathematics - Overview. In B. W., G. P.L., H. HW., & N. (Eds) M. (Eds.), Modelling and Aplications in Mathematics Education (pp. 267–274). Boston, MA: Springer.
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston: NCTM.
Niss, M., Blum, W., & Galbraith, P. (2007). Introduction. In W. Blum, P. L. Galbraith, H.-W. Henn, & M. N. (Eds.) (Eds.), Modelling and Applications in Mathematics Education (pp. 3–32). New York: Springer.
Polya, G. (1973). How to solve it (2nd ed.). New Jersey: Princeton University Press.
Pulmones, R. (2007). Learning chemistry in a metacognitive environment. Asia-Pacific Education Researcher, 16(2), 165–183. https://doi.org/10.3860/taper.v16i2.258
Rambusch. (2006). Situated Learning and Galperin’s Notion of Object-Oriented Activity. Sweden: University of Skovde.
Retnowati, E. (2016). SEAMEO Qitep in mathematics. Yogyakarta.
Rivers, W. P. (2001). Autonomy at all costs: An ethnography of metacognitive self-assessment and self-management among experienced language learners. Modern Language Journal, 85(2), 279–290. https://doi.org/10.1111/0026-7902.00109
Schoenfeld, A. H. (1987). What’s all the fuss about metacognition? In A. H. (ed. . Schoenfeld (Ed.), Cognitive Science and Mathematics Education (pp. 19– 216). NJ: Erlbaum, Hillsdale.
Sugiarto, Prabowo, & Suyono. (2014). Students’ Metacognitive Self-Regulation - A Case Study: Molecular Structure Problem Solving. Chemistry: Bulgarian Journal of Science Education, 23(3), 374–391.
Swartz, R., & Perkins, D. (1989). Teaching thinking: Issues and approaches. Pacific Grove, CA: Midwest Publications.
Tobias, S., & Everson, H. (2002). Knowing what you know and what you don’t further research on metacognitive knowladge monitoring. New York: College Board.
Wijaya, A., Heuvel-panhuizen, M. Van Den, Doorman, M., & Robitzch, A. (2014). Difficulties in solving context-based PISA mathematics tasks : An analysis of students ’ errors. The Mathematics Enthusiast, 11(3), 555–584. Retrieved from http://staff.uny.ac.id/sites/default/files/penelitian/ariyadi-wijaya-dr/wijaya2014students-difficulties.pdf
Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89(1), 41–65. https://doi.org/10.1007/s10649-015-9595-1
Woolfolk, A., Hughes, M., & Walkup, V. (2008). Psychology in education. London: Pearson
Article Metrics
Abstract view : 1557 times | PDF view : 427 timesRefbacks
- There are currently no refbacks.
Copyright (c) 2019 Loviga Deni Pratama, Wahyu Lestari, Jailani Jailani

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
----------------------------------------------------------------------------------------------------------------------------------------------------
Publisher:
Magister Program of Mathematics Education
prostgraduate Universitas Negeri Makassar
ramlan.mm@unm.ac.id
------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Indexed by
daya matematis: jurnal inovasi pendidikan matematika is licensed under a https://creativecommons.org/licenses/by-nc/4.0/