Profile of metacognition experience of mathematics education students in understanding the concept of differential calculus review gender differences

Abstract

The purpose of this study was to determine the profile of the metacognitive experience of mathematics education students in understanding the concept of Differential Calculus in terms of gender differences. This type of research is exploratory with a qualitative approach. The research subjects were students of mathematics education at Halu Oleo University who programmed the Differential Calculus course. The process of selecting research subjects is based on the results of the mathematics ability test of the students of the Department of Mathematics Education. From the test results, 4 students with high abilities were selected, consisting of 2 males (1 new student and 1 old student), and 2 females (1 new student and 1 old student). The main data collection of this study was obtained by using an interview technique (interview). Data analysis techniques consist of data condensation, data display, and conclusion drawing/verification. The results of this study are for new students, male students' understanding of differential calculus concepts is better than female students. Meanwhile, for old students, the understanding of differential calculus concepts for female students is better than male students. The metacognitive experience of new students in understanding the concept of differential calculus is based on their experience while studying in high school, while the metacognitive experience of old students in understanding the concept of differential calculus is based on their experience during college.