Investigation of Students' Metacognitive Awareness Failures about Solving Absolute Value Problems in Mathematics Education

Autor/inn/en	Adinda, Anita; Purwanto; Parta, I Nengah; Chandra, Tjang Daniel
Titel	Investigation of Students' Metacognitive Awareness Failures about Solving Absolute Value Problems in Mathematics Education
Quelle	In: Eurasian Journal of Educational Research, (2021) 95, S.17-35 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Adinda, Anita) ORCID (Purwanto) ORCID (Parta, I Nengah) ORCID (Chandra, Tjang Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Metacognition; Thinking Skills; Problem Solving; Failure; Undergraduate Students; Algebra; Mathematics Education; Measures (Individuals); Recall (Psychology); Attention; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Problemlösen; Mathematische Bildung; Messdaten; Abberufung; Aufmerksamkeit; Ausland; Indonesien
Abstract	Purpose: Metacognitive awareness plays an important role in assisting students to solve problems because it affects their reasoning in assessing their thinking results. This research aims to investigate students' metacognitive awareness failures about solving absolute value problems in Mathematics Education. Methodology: It is qualitative research with 38 subjects of the fifth-semester students of Mathematics Education at the State Islamic University of Maulana Malik Ibrahim Malang. The materials included designing a Metacognitive Awareness Scale, a math assignment sheet related to the absolute value problem and a semistructured interview sheet. Findings: It was found that there was a significant failure, and 3 students were sampled from who had experienced different metacognitive awareness failures in solving absolute value problems. The study also proved students' inability to be aware of mistakes in determining problems, algebraic process, and their inability to know that what they carried out was wrong. Implications for Research and Practice: This research has implications for teachers, lecturers, and students to utilize the findings of the study in understanding students' metacognitive awareness failures in solving mathematical problems, especially in working on absolute value problems. This is also a reference for teachers on how to teach absolute value problems so that students do not experience metacognitive awareness failure when solving problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01