TEACHER STUDENT’S METACOGNITIVE FAILURE WHEN SOLVING SPHERE EQUATION QUESTION AND THEIR SCAFFOLDING

Dimas Femy Sasongko(1*),

(1) Universitas Islam Negeri Maulana Malik Ibrahim Malang
(*) Corresponding Author


Abstract


Abstrak

Pemecahan masalah adalah inti dari matematika. Untuk menentukan performa pemecahan masalah seseorang, metakognisi sering digunakan. Alih-alih sukses, kegagalan metakognisi dapat terjadi dan perancah diperlukan untuk mencapai solusi yang benar. Tiga partisipan terpilih merupakan mahasiswa Jurusan Pendidikan Matematika UIN Maulana Malik Ibrahim Malang karena performa penyelesaian soal di Tugas 1 yang rendah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan kegagalan metakognitif ketiga partisipan dan perancahnya. Lembar jawaban Tugas 1 dan wawancara berbasis Tugas 1 dari setiap peserta di triangulasi sebagai data utama. Hasil penelitian ini menunjukkan kebutaan metakognitif, fatamorgana metakognitif, dan perusakan metakognitif terjadi secara beragam dari para peserta ini. Berdasarkan kegagalan metakognitif yang terjadi, perancah yang tepat dipilih. Perancahnya yaitu meninjau, merestrukturisasi, dan membuat koneksi dari pertanyaan yang diberikan untuk membantu peserta mencapai solusi yang benar. Tugas 2, setara dengan Tugas 1, diberikan kepada ketiga peserta untuk mengamati apakah peserta ini tidak membuat kegagalan metakognisi atau tidak perlu perancah lagi. Penelitian ini memberikan contoh praktis dalam menggunakan kombinasi dari lembar jawaban tugas dan wawancara berbasis tugas untuk menilai metakognisi siswa, khususnya kegagalan metakognitif. Sebagai simpulannya, setelah kegagalan metakognitif siswa diidentifikasi, dukungan perancah yang tepat dapat diterapkan dan dapat beragam. Lalu, mutu pembelajaran matematika yang baik dapat dicapai.

 

Kata kunci: kegagalan metakognitif; metakognisi; perancah.

 

Abstract

Problem solving is the core of mathematics. To determine one’s problem-solving performance, metacognition is frequently used. Instead of success, metacognition failure could occur and scaffolding is needed to achieve correct solution. Three selected participants are students of Mathematics Education Department of UIN Maulana Malik Ibrahim Malang, due to their low-level question-solving performance in Task 1. This qualitative research aims to describe these three participants’ metacognitive failure and their scaffolding. Task 1 answer-sheet and Task 1-based interview from each of the participants are triangulated as main data. The result of this research indicates metacognitive blindness, metacognitive mirage, and metacognitive vandalism occur variously from these participants. Based on metacognitive failure which occur, the proper scaffoldings are chosen. They are reviewing, restructuring, and making connection from the question given to help participants achieve correct solution. Task 2, equivalent with Task 1, is given to all three participants to observe whether these participants are making no metacognition failure or no need for more scaffolding. This research provides practical example in using combination from task answer sheet and task-based interview to assess students’ metacognition, particularly metacognitive failure. In conclusion, after students’ metacognitive failure is identified, proper scaffolding support may be applied and variously. Then, better mathematics learning quality can be achieved.

 

Keywords: metacognition; metacognitive failure; scaffolding.

Keywords


metacognition; metacognitive failure; scaffolding

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References


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DOI: http://dx.doi.org/10.24127/ajpm.v12i1.6437

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