Metakognisi Siswa SMA dalam Menyelesaikan Masalah Matematika
(1) Jurusan Matematika, FMIPA, Universitas Negeri Makassar
(2) Jurusan Matematika, FMIPA, Universitas Negeri Makassar
(3) Jurusan Matematika, FMIPA, Universitas Negeri Makassar
(*) Corresponding Author
DOI: https://doi.org/10.35580/imed23840
Abstract
Penelitian ini merupakan penelitian deskriptif yang bertujuan untuk mendeskripsikan metakognisi siswa SMA dalam menyelesaikan masalah matematika ditinjau dari kemampuan akademik siswa.Subjek penelitian merupakan siswa kelas XI pada salah satu SMA yang dipilih berdasarkan kriteria tertentu dengan teknik snowball sampling. Pengumpulan data dilakukan dengan pemberian tes pemecahan masalah yang didukung oleh data hasil wawancara.Berdasarkan hasil penelitian dapat disimpulkan bahwa,siswa berkemampuan matematika tinggi dan rendah memiliki kesadaran tentang fakta yang dimilikinya dan menyadari bagaimana menggunakan suatu strategi, namun hanya siswa berkemampuan tinggi yang memiliki kesadaran kapan dan mengapa suatu strategi seharusnya diterapkan. Hal ini menunjukkan bahwa dalam menyelesaikan masalah matematika, siswa berkemampuan akademik tinggi melibatkan tiga aspek pengetahuan metakognitif yakni pengetahuan deklaratif, pengetahuan prosedural, dan pengetahuan kondisional dengan baik sedangkan, siswa berkemampuan akademik rendah hanya mampu melibatkan dua aspek pengetahuan metakognitif yakni pengetahuan deklaratif dan pengetahuan prosedural.
Kata Kunci: Metakognisi, Pengetahuan Metakognitif,Menyelesaikan Masalah Matematika
This research is a descriptive research that aims to describe the metacognition of high school students in solving mathematical problems regarding students' academic abilities. The subjects were students in grade XI on a High School that selected based on certain criteria with snowball sampling technique. The data were collected through problem-solving test which was supported by interview data. Based on the research result, can be concluded thatstudents with high and low academical abilities had an awareness of the facts they had and were aware of how to use a strategy. However, only high-ability students had an awareness of when and why a strategy should be applied. It showed that in solving mathematical problemsstudents with high academical ability involve three aspects of metacognitive knowledge namely declarative knowledge, procedural knowledge, and conditional knowledge nicely, while students with low academical ability only involve two aspects of metacognitive knowledge i.e declarative knowledge and procedural knowledge.
Keywords: Metacognition, Metacognitive Knowledge, Mathematical Problem-solving
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