The Characteristic of the Process of Students' Metacognition in Solving Calculus Problems

Autor/inn/en	Purnomo, Dwi; Nusantara, Toto; Subanji; Rahardjo, Swasono
Titel	The Characteristic of the Process of Students' Metacognition in Solving Calculus Problems
Quelle	In: International Education Studies, 10 (2017) 5, S.13-25 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Calculus; Metacognition; Problem Solving; Mathematics Activities; Questionnaires; Observation; Interviews; Protocol Analysis; Academic Ability; Comparative Analysis; Qualitative Research; Ability Grouping; Student Characteristics; Science Process Skills; College Mathematics; Mathematics Achievement + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Fragebogen; Beobachtung; Interviewing; Interviewtechnik; Qualitative Forschung; Homogene Gruppierung; Niveaugruppierung; Streaming; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This article is the result of research aims to describe the patterns and characteristics of the process of metacognition student of mathematics in solving calculus problems. Description was done by looking at changes in "awareness," "evaluation," and "regulation" as components of metacognition. The changes in components of metacognition seen by the emergence of indicators for each indicator were described in descriptors. To see the changes, the researcher used the instrument consisting of calculus problems, metacognition questionnaires, observation sheet, and interviews. Researcher gave calculus to 23 students who followed the course of differential calculus. The research data were in the form of the works of the students, transcript "think-aloud," metacognition questionnaire results, observations using the observation sheet, and a transcript of the interview. Based on research data obtained, the research subjects were categorized in the high-ability students, medium, and low. Data were analyzed using constant comparison method of Glaser and Strauss. Based on data, analysis can be concluded that the pattern and characteristics of the change process "awareness," "evaluation" and "regulation" mathematic students in solving calculus problems can be distinguished in the process of metacognition complete with the order, complete metacognition was not with the order, and metacognition incomplete. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01