Abstract
This article is the result of research aims to describe the patterns and characteristics of the process of metacognition student of mathematics in solving calculus problems. Description was done by looking at changes in awareness, evaluation, and regulation as components of metacognition. The changes in components of metacognition seen by the emergence of indicators for each indicator were described in descriptors. To see the changes, the researcher used the instrument consisting of calculus problems, metacognition questionnaires, observation sheet, and interviews. Researcher gave calculus to 23 students who followed the course of differential calculus. The research data were in the form of the works of the students, transcript think-aloud, metacognition questionnaire results, observations using the observation sheet, and a transcript of the interview. Based on research data obtained, the research subjects were categorized in the high-ability students, medium, and low. Data were analyzed using constant comparison method of Glaser and Strauss. Based on data, analysis can be concluded that the pattern and characteristics of the change process awareness, evaluation and regulation mathematic students in solving calculus problems can be distinguished in the process of metacognition complete with the order, complete metacognition was not with the order, and metacognition incomplete.
Highlights
Mathematics as a part of the instruction at school has direct object and indirect object
The theory design built by the researcher was analysing the characteristic of the student metacognition process in finishing calculus problems through indicators of awareness, evaluation, and regulation
The characteristic of complete and in order metacognition process is in S-1 can be explained as follows: The component of awareness with A1 brings up 6 characteristics, A2 brings up 7 characteristics, A3 brings up 4 characteristics, A4 brings up 8 characteristics A5 brings up 1 characteristic
Summary
Mathematics as a part of the instruction at school has direct object and indirect object. Gagne (Soedjadi, 2000; Hudojo, 2008) states that mathematical direct object relates to fact, concept, operation, and principle. The symbol “4” has been understood as figure “four”. The concept is an abstract idea which can be used to classify a group of a certain objects. Someone can make illustration, picture, or symbol of defined concept. That, it is clearer what is meant by a certain concept. Mathematical operation is procedures and as a process to find out a certain result. If the concept is an association, the possible operations are union, section, difference, or complement. The principle is the relation between various complex mathematical principle objects and consists of some facts. The result of multiple of the figures p and q is zero if and if only p=0 or q=0
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