Analysis of metacognition skills of students in junior high school based on cognitive style

• Published in: Journal of physics. Conference series Vol. 1157; no. 3; pp. 32089 - 32094
• Main Authors: Izzati, L R, Mahmudi, A
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.02.2019
• Subjects: Categories; Cognitive style; Metacognition; Middle schools; Skills; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1157/3/032089

This paper aims to analyze the aspect of mathematical metacognition skills of students in Junior High School based on cognitive style. The instrument in this research is a metacognition skill questionnaire that uses 27 statements consisting of 14 positive statements and 13 negative statements validated by 3 expert validators and Group Embedded Figure Test (GEFT) developed by Witkin. In the medium and low categories, students do not perform the three aspects well that are planning, monitoring and evaluating. In terms of cognitive style, students' metacognition skills of very high categories with FI cognitive style as well as students with cognitive style FD. Students' metacognition skills of high categories with FI cognitive styles are better than students with FD cognitive styles. Students' metacognition skills of medium categories with FI cognitive styles are better than students with FD cognitive styles. Students' metacognition skills of low categories with FI cognitive styles are better than students with FD cognitive styles.