The Analysis of Students’ Metacognition in Solving Math Problems Based on Self-Efficacy

Abstract

Metacognition holds a particular part in the learning process, especially in mathematics because solving math problems is not enough just by using numeracy skills, but metacognitive knowledge is also essential. The aim of this research is to analyze the metacognition of students’ junior high school in solved math problems based on students’ self-efficacy. Data collection techniques used in this study were questionnaires, tests, and semi-structured interviews. The main instrument in this study is the researcher and additional instruments were self-efficacy questionnaires, geometry tests and interview guides. This is a qualitative study with a case study design. The participants of the study were 20 students of grade 8th. Two out of twenty become the subjects of the study who selected using purposive sampling technique. The study showed that students with high self-efficacy in solving math problems can fulfil all indicators of each metacognition component, consisting of knowledge about cognition and regulation of knowledge.