DEFRAGMENTING STRUKTUR METAKOGNITIF SISWA DALAM MENYELESAIKAN MASALAH HOTS

Muhammad Noor Kholid(1*), Aprian Agung Kurniawan(2),

(1) 
(2) Mathematics Education - Universitas Muhammadiyah Surakarta
(*) Corresponding Author


Abstract


Defragmenting merupakan proses memperbaiki struktur berpikir seseorang yang salah agar mendapat pemahaman yang benar. Kesalahan pemahaman tersebut dapat terjadi karena siswa belum mampu mengimplementasikan metakognisinya dalam pemecahan masalah. Penelitian ini bertujuan untuk mendeskripsikan kesalahan struktur metakognitif siswa dalam menyelesaikan masalah HOTS dan upaya defragmentingnya. Metode penelitian yang digunakan pendekatan deksriptif kualitatif dengan  jumlah subjek penelitian sebanyak 30 siswa. Teknik pengumpulan data yang digunakan yaitu dengan menggunakan tes HOTS, observasi, wawancara, dan rekaman video. Proses analisis data penelitian dilakukan dengan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa mengalami kesalahan metakognisi dalam menyelesaikan masalah HOTS yang diberikan. Kesalahan metakognisi tersebut dilakukan siswa dalam mendalami makna dari masalah matematis atau pada aspek memahami masalah dan menentukan strategi penyelesaian yang tepat atau pada aspek perencanaan. Setelah siswa menerima intervensi dan upaya defragmenting didapatkan hasil bahwa metakognisi siswa dalam aspek memahami masalah dan aspek perencanaan menjadi optimal sehingga siswa memperoleh solusi pemecahan masalah matematis yang tepat.

 

Defragmenting is the process of reworking one's wrong thinking structure to get the correct understanding. The missed perception can occur because students have not implemented their metacognition in problem-solving. The study aims to describe the errors of students' metacognitive structures in solving HOTS problems and their defragmenting efforts. Research methods are used qualitatively descriptively with the number of subjects as many as 30 students. The data collection technique used uses HOTS tests, observations, interviews, and video recordings. The process of analysis of research data is carried out with data reduction techniques, data presentation, and conclusion withdrawal. The results showed that students experienced metacognition errors in resolving a HOTS problem. Metacognition errors are made by students in exploring the meaning of mathematical problems or on aspects of understanding problems and determining appropriate solution strategies or on planning aspects. After students receive intervention and defragmenting, efforts obtain the result that the student's metacognition in aspects of understanding the problem and aspects of planning becomes optimal to acquire the right mathematical problem-solving solution.


Keywords


defragmenting, kesalahan metakognisi, masalah HOTS, metakognisi

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DOI: http://dx.doi.org/10.24127/ajpm.v11i1.4655

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