Abstract
This study aims to analyse the metacognition abilities of students in solving environmental mathematical problems. The method used is the descriptive qualitative method. The research instruments used were ability tests, questionnaires, and interview guidelines. The subjects included 18 students of Mathematics Education. The students were chosen randomly from the group of students’ interests in algebra. The results showed that there were three groups of students based on metacognition abilities, aware, reflective, and strategic learner. The first group is aware learner who are knows about some of the kinds of thinking they do. The second group is strategic learner, who are knows the strategies to help them learning something. The last group is reflective learner who are able to reflect upon their thinking in progress, ponder their strategies and revise them. These results prove that environmental education can be integrated in mathematics through the use of environmental mathematics problems. Integrating environmental education and mathematics can improve students’ metacognitive abilities as well as increase students’ awareness of environmental problems.
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