Metacognitive Strategy And Problem Solving Ability On Mathematics Teaching-Learning Process Of High School Students
Metacognitive strategy is a regular process that is used to control cognitive activities, and ensures that the cognitive objectives have been achieved. This study aims to analyze high school students’ performances in doing metacognitive strategy simultaneously with their mathematical problem solving. As the subject of the study, 36 students of SMAN 1 Kersana Brebes. The indicators of performance metacognitive use 10 steps (1 – 10) from Darling-Hammond (2003). The data have been taken throught questionnaires, test of problem solving and interview as a deeply information. This study is a qualitative triangulative and quantitative desciption. The result of this study showed that the hardest steps of metacognitive strategy or rarely done by students is selecting strategies, critiquing, self-assessing, and using discourse. Selecting strategies is closely related to predicting outcome step, and is influenced by cognitive ability, math reasoning, and mathematical experience. Self assessing is closely related to the steps of evaluating work, question to the teacher, and self-questioning, and is influenced by control ability and reflect on learning activities or problem solving. While using discourse and critiquing is closely related to the steps of using directed or selective thinking, and revising, and influenced by verbal communication ability that can be trained through question and answer activities, discussions, and presentations. The results of this study also reveal the existence of 7 variations of students' answers to problem-solving activities that were related with indakator metacognitive strategies. Efforts than can be done to increase the quality of metacognitive strategy implementation: (1) empowering students in both reasoning, concepts, and mathematical experience to increase their ability of predicting outcome and selecting strategies (2) letting students to accustom with planning, monitoring, evaluating/checking activities to increase their ability in evaluating work, question to the teacher, self-assessing, self-questioning; and (3) motivating students to be social constructivists through cooperative-colaborative learning to increase their ability in using directed or selected thinking, using discourse, criticizing and revising.