Abstract
The purpose of this study was to produce a comparison of the metacognition profile of male and female mathematics students in interpreting the definite integral concept. This type of research is an exploratory research with a qualitative approach, so that the researcher carries out a thorough and in-depth examination (explores) the subject of what is taught, done, written, and said during the research activity. The subjects of this study were mathematics students who had studied integral calculus, consisting of 1 male and 1 female. The main data collection of this research was obtained by using interview techniques. In addition, there are supporting data which is the result of the answers of research subjects in interpreting the integral concept of course. This study uses qualitative data analysis, consisting of data reduction, data presentation, and drawing conclusions. The results of this study show that male mathematics students can use metacognition knowledge (declarative, procedural, and conditional) and metacognition skills (planning, monitoring, and evaluation) in interpreting mathematical sentences into notation of definite integral concept. Meanwhile, female mathematics students are only able to use declarative and procedural knowledge, as well as planning and evaluation skills in interpreting mathematical sentences to notation of the definite integral concept. This study concluded that there are differences in the metacognition profile of male and female students in interpreting the definite integral concept.
Highlights
Integral Calculus is one of the compulsory courses programmed by Mathematics Department students
The results of this study reveal the profile of the metacognition of male and female mathematics students in interpreting the definite integral concepts
Male mathematical students use the skills to plan, monitor, and evaluate correctly in interpreting mathematical sentences to calculate the area of an integrated area that has been determined with the definite integral notation
Summary
Integral Calculus is one of the compulsory courses programmed by Mathematics Department students This course is a collection of Scientific and Skill Courses which aim to strengthen the mastery and broaden the knowledge of skill competencies working society in accordance with the competitive and comparative advantages of implementing the study program concerned. Park and Traves stated that students can improve conceptual understanding without losing computational skills by learning mathematical principles through visual examples and deducing rules for themselves. This strategy is part of the student-centered learning approach, where students are actively involved in learning, while the lecturer acts as a facilitator [2]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
