Shifting of perfective metacognitive activities in solve math problems

Abstract

This study aims to describe the shift in the perfective metacognitive activities of students in solving mathematical problems. The subjects in this study were students who experienced a shift in the perfective metacognitive activities of students in solving mathematical problems. This research is a qualitative research with a descriptive exploratory approach. The instrument used was a mathematical problem solving task type MEA (Model Eliciting Activities), interview guidelines, and questionnaires. Data collection procedures in this study consisted of five stages. In the first stage, the researcher asks each student to solve the problem given while thinking alouds. The second stage, students are asked to solve the same problem as a group while discussing with two other students, then researchers observe and listen to the results of think alouds as well as the results of conversations during group discussions from a computer screen. The third step is giving the questionnaire. The fourth stage is task-based interviews to explore information that needs to be confirmed from the results of think alouds and questionnaires. Next to the fifth stage, researchers analyzed data from student work outcomes, think alouds, questionnaires, recorded conversations of students during discussions, and interviews. Based on the results of the study, there were students who experienced a shift in perfective metacognitive activity in solving mathematical problems.