The development of students’ metacognition in mathematical problem-solving

Abstract

Every student has different thinking abilities, such as thinking activities to receive and process information. The students’ thinking ability is cognitive thinking ability or known as metacognition, such as monitoring and controlling each stage conducted. Therefore, teachers need to make efforts to improve students’ metacognition by using probing prompting learning techniques. This technique can encourage students’ metacognition abilities in solving mathematical problems. This study aims to determine the development of students’ metacognition in mathematical problem-solving. This classroom action research applied a qualitative descriptive method which was carried out in five cycles, involving four out of 22 Year 7 students in one of the islamic junior high schools in Aceh Besar, Indonesia. Data analysis of students’ metacognition development was investigated through metacognition question sheets which were carried out after solving mathematical problem solving problems. Students’ and teacher’s activities were investigated in each lesson. The results showed that the students’ metacognition in mathematical problem-solving increased in Cycle I to V based on metacognition question sheets, students’ activity sheets, and teacher’s observation sheets in using probing prompting techniques. The development of students’ metacognition can also be seen through other supporting aspects, such as students’ activities and teacher’s efforts in the learning, both increased in each cycle. The results also showed that students’ metacognition increased with the increase in student activities and teacher teaching abilities.