Profile of student cognition regulations in solving mathematical problems of mathematical capabilities

Abstract

Cognitive regulation is a person’s awareness of his thought process in developing planning, monitoring and evaluation when he/she solves problems. According to Polya, the stages in solving the problems are understanding problems, planning problem solving, implementing problem-solving plans, and re-checking. This study aims to describe: 1) the cognition regulation of students with high mathematical abilities in solving SPLDV problems, 2) the regulation of cognition of students who are mathematically capable in solving SPLDV problems, and 3) student’s cognitive regulation with low math skills at solving the SPLDV problem. This research was a descriptive study with a qualitative approach. The subjects in this study were six class VIII-3 of SMPN 5 Sidoarjo in the 2018/2019 academic year consisting of two students with high mathematical abilities, two students with moderate mathematical abilities and two students with low mathematical abilities. Data were collected through written assignments and task-based interviews. The obtained data were analyzed based on regulation of cognition indicators. The results showed that students who have high mathematical abilities were able to fulfill all activities of regulation of cognition at all stages of problem-solving. Students who have moderate mathematical skills in solving mathematical problems were doing all the cognition regulatory activities in all stages of Polya problems solving. However, they demonstrated an optimal work at the stage of understanding the problem and planning problem-solving only. The results were obtained and cognitive regulation activities were carried out at other stages but only optimally at the stage of understanding. The students who have low mathematical abilities in solving SPLDV problems did not carry out cognitive regulation activities at the stage of re-examining the problem.