ABSTRACT

PROFILE STUDENTS’ METACOGNITION IN MATHEMATICS

PROBLEM SOLVING BASED ON MTHEMATICAL
COMPETENCE
Name : Ana Nur Aini
Students ID : 12030174219
Study Program : Mthematics Education
Departement : Matematics
Faculty : Mathematics and Natural Sciences
University : State University of Surabya
Advisor : Dr. Pradnyo Wijayanti, M.Pd.

Metacognition is someones awarenes in managing or controling himself toward

procces and result of his thinking in developing plan , monitoring implementation, and
evaluating his thinking proces. Metacognition has important rule and proces of
mathematics learning especially in problem solving. Process planning problem
solving , monitoring product of work, and evaluating are metacognition’s aspect
needed in mathematics problem solving. Mathematics competence very influence in
problem solving process. Due to the existence of different mathematical competence,
the metacognition’s activies will differ in problem solving.
This reasearch goal was to describe students’ metacognition in mathematics
problem solving based on their mthematical competence. This research was describtive
qualitative research. This research was conducted in class IX-F, State Junior High
School 1 Mojokerto. The research subject consisted of one student on very high ,
medium, and low mathematical competence. The research instrument consisted of
mathematical competence test, problem solving test, and interview guidance . Data
resulted from problem solving test and interview were analysed based on
metacognition’s activies in Polya’s problem solving steps.
Reserach result revealed that student on high mathematical competence had
done metacognition’s activies that included planning, monitoring, and evaluating in
each problem solving steps.
 Research result revelealed that student on high mathematical competence had
done metacognition's activies that included planning, monitoring, and evaluating in each
problem solving steps. Student on medium mathematical competence had done
metacognition's activies that included planning, and evaluating in problen understanding
and reschecking steps. In steps of making problem plan and implementation problem
solving plan, student on medium mathematical competence had done metacognition's
activies that included planning and monitoring. Whereas student on low mathematical
competence had done metacognition's activies on planning and monitoring steps in
problem solving. In steps of making problem solving plan and rechecking, student on
low mathematical competence had only done planning step. Whereas in steps of
implementation problem solving plan, subject on low mathematical competence had
done evaluating in problem solving.

Keywords : Metacognition, mathematics problem solving, and mathematical

competence.

Metakognisi merupakan kesadaran seseorang dalam mengendalikan atau mengontrol

dirinya sendiri terhadap proses dan hasil berpikirnya dengan mengembangkan
perencanaan, memonitor pelaksanaan, dan mengevaluasi proses berpikirnya.
Metakognisi mempunyai peran penting dalam proses pembelajaran matematika
khususnya pemecahan masalah. Proses merencanakan pemecahan masalah, memonitor
hasil pekerjaan, serta mengevaluasi merupakan aspek-aspek metakognisi yang perlu
dalam menyelesaikan masalah matematika. Kemampuan matematika sangat
berpengaruh dalam proses memecahkan masalah. Dengan adanya perbedaan
kemampuan matematika akan berbeda pula aktivitas metakognisisnya dalam
memecahkan masalah.
Penelitian ini bertujuan untuk mendeskripsikan metakognisi siswa dalam memecahkan
masalah matematika berdasarkan kemampuan matematikanya. Penelitian ini merupakan
penelitian deskriptif dengan pendekatan kualitatif yang dilaksanakan di kelas IX-F SMP
Negeri 1 Kota Mojokerto. Subjek penelitian terdiri dari masing-masing 1 siswa
berkemampuan matematika tinggi, sedang, dan rendah. Instrument penelitian ini terdiri
dari tes kemampuan matematika, tes pemecahan masalah, dan pedoman wawancara.
Data hasil tes pemecahan masalah dan wawancara dianalisis berdasarkan aktivitas
metakognisi pada langkah pemecahan masalah Polya.
Hasil penelitian menunjukkan bahwa siswa berkemampuan matematika tinggi telah
melakukan aktivitas metakognisi yang meliputi merencanakan (planning), memantau
(monitoring), dan mengevaluasi (evaluating) pada setiap langkah pemecahan masalah.
Siswa berkemampuan matematika sedang melakukan aktivitas mtakognisi yang
meliputi merencanakan (planning) dan mengevaluasi (evaluating) pada langkah
memahami masalah dan memeriksa kembali. Pada langkah membuat rencana masalah
dan melaksanakan rencana pemecahan masalah, siswa berkemampuan matematika
sedang melakukan aktivitas metakognisi yang meliputi merencanakan (planning) dan
memantau (monitoring). Sedangkan siswa berkemampuan matematika rendah
melakukan aktivitas metakognisi pada tahap merencanakan (planning) dan memantau
(monitoring) dalam memahami masalah. Pada langkah membuat rencana pemecahan
masalah dan memeriksa kembali, siswa berkemampuan matematika rendah hanya
melakukan tahap merencanakan (planning). Sedangkan pada langkah melaksanakan
rencana pemecahan masalah, subjek berkemampuan matematika rendah melakukan
tahap mengevaluasi (evaluating) pada pemecahan masalah.

Kata kunci: Metakognisi, Pemecahan Masalah Matematika, Kemampuan Matematika