Metacognitive Processes of Seventh-Grade Students in Algebra Problem Solving

Abstract

The metacognition process is very important in solving mathematical problems. With the metacognition process, students can more effectively understand problems, choose the right strategy, and implement strategies to find solutions. This study uses a qualitative approach, with a case study type of research on class VII H students of Madrasah Tsanawiyah Negeri 3 Tulungagung . Data collection techniques are carried out by conducting problem-solving tests and interviews. Data analysis techniques use data reduction, data presentation, and drawing conclusions. The metacognitive processes used are planning, monitoring, and evaluating. In the planning process, students determine the strategy that will be used to solve the problem. In the monitoring process, students monitor the progress of the problem-solving process that they are doing. In the evaluating process, students reflect on the results and the resolution process that has been carried out. The results of this study are 1) Students with high problem-solving abilities carry out the entire metacognitive process starting from planning, monitoring, and evaluating. 2) Students with moderate problem-solving abilities carry out the metacognitive process starting from planning and monitoring. 3) Students with low problem-solving abilities only carry out the planning metacognitive process. This study suggests more intensive training and guidance for teachers to improve students' metacognitive abilities, as well as the development of learning strategies that can facilitate students' metacognitive processes in solving mathematical problems.