The errors of metacognitive evaluation on metacognitive failure of students in mathematical problem solving

• Published in: Journal of physics. Conference series Vol. 1008; no. 1; pp. 12073 - 12082
• Main Authors: Huda, Nizlel, Sutawidjaja, Akbar, Subanji, Rahardjo, Swasono
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.04.2018
• Subjects: Failure; Mathematical analysis; Mathematical problems; Metacognition; Physics; Problem solving; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1008/1/012073

Metacognitive activity is very important in mathematical problems solving. Metacognitive activity consists of metacognitive awareness, metacognitive evaluation and metacognitive regulation. This study aimed to reveal the errors of metacognitive evaluation in students' metacognitive failure in solving mathematical problems. 20 students taken as research subjects were grouped into three groups: the first group was students who experienced one metacognitive failure, the second group was students who experienced two metacognitive failures and the third group was students who experienced three metacognitive failures. One person was taken from each group as the reasearch subject. The research data was collected from worksheets done using think aload then followed by interviewing the research subjects based on the results' of subject work. The findings in this study were students who experienced metacognitive failure in solving mathematical problems tends to miscalculate metacognitive evaluation in considering the effectiveness and limitations of their thinking and the effectiveness of their chosen strategy of completion.