Representation of students metacognition in constructing of graphics

• Published in: Journal of physics. Conference series Vol. 1321; no. 2; pp. 22091 - 22097
• Main Authors: Soedjoko, E, Suyitno, H, Rochmad
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.10.2019
• Subjects: Mathematical analysis; Metacognition; Physics; Representations; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1321/2/022091

The concept of representation is one of the psychological concepts used in mathematics education to explain some important phenomena about how to think. Metacognition knowledge is an indicator of how well a person uses methods and strategies to control and improve their learning and knowledge. The purpose of this study is to describe the representation of students' metacognition in constructing graphics. This type of research is descriptive qualitative. Research subjects were 6 second semester students at the Department of Mathematics UNNES in 2018. The data collection technique used was a test in the form of constructing a graph. Test results are analyzed by referring to aspects of metacognition, which are revealed through student representation in resolving the problem of constructing a function graph. Based on the results of the analysis, can be grouped into 3 groups; namely Group (1): Students, able to plan problems by understanding the problem and choosing the right strategy, able to monitor the problem through illustrating the picture correctly can then find the results by connecting information obtained from prior knowledge and can relate to other material and be able to evaluate problems indicated by the ability to draw conclusions; Group (2): students have been able to plan the problem correctly but there are still errors in the writing of the settlement procedure, and are able to evaluate the problem through conclusions drawn from the results of the solution, although still not thorough, seen in the absence of units on the results obtained; Group (3): students have not been able to plan problems in writing but can explain the procedure through direct explanation, have not been able to monitor the problem because understanding of the concept is still wrong so it cannot solve the problem and is unable to evaluate the problem correctly.