Abstract
This study aims to determine the characteristics of students’ metacognition process at the level of informal deduction thinking in solving geometry problems. This research is a qualitative descriptive research. 66 elementary students were tested about their thinking ability of Van Hiele geometry by dividing them into some groups according to their geometry thinking level. The informal deductive thinking level group was tested for problem-solving geometry. Furthermore, interviews were conducted to explore the characteristics of their metacognition process. Based on the data analysis, the characteristics sequence of the metacognition process is complete through the process of planning, monitoring, and evaluation. The metacognition process indicator appears in each problem-solving component, from understanding the problem, preparing a problem-solving plan, implementing a problem-solving plan to check the solutions obtained.
Highlights
Mathematics becomes a part of learning in school that has important roles and functions
The research data is the result of the students' work in solving the geometry problem according to the level of informal deduction and the interview transcript result to analyze the characteristics of students' metacognition process in solving geometry problem through problem-solving indicator with metacognition process components consisting of planning, monitoring, and evaluation process
Based on the data analysis and the characteristics sequence of metacognition process, it can be concluded that elementary school students at the level of informal deduction thinking level have a complete sequence of metacognition process through planning, monitoring and evaluating process in solving problems
Summary
Mathematics becomes a part of learning in school that has important roles and functions. It is related to the direct object of mathematics in building facts, concepts, operations, and principles. Gagne in Purnomo (2017) states that the direct object of mathematics is related to the ability of logical thinking, problem-solving, analytical thinking, positive-thinking to mathematics, dilligent, discipline will implicitly be obtained if someone learns mathematics. The statement means facts, concepts, operations, and principles as objects learned in mathematics can be done through learning. In line with the statement of Duffin and Simpson (2000), understanding the concept as a mathematical object owned by a person is expected to express his Received October 27, 2017; Revised February 21, 2018; Accepted February 23, 2018. Elementary School is an appropriate means to build the concept of mathematics, especially the concept of geometry
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