Metacognitive Ability of Junior High School Special Intelligent Students in Solving Mathematical Problems


Peni Fauziah Puadah(1*), Elah Nurlaelah(2), Suhendra Suhendra(3)

(1) Pendidikan Matematika, Universitas Pendidikan Indonesia, Indonesia
(2) Pendidikan Matematika, Universitas Pendidikan Indonesia, Indonesia
(3) Pendidikan Matematika, Universitas Pendidikan Indonesia, Indonesia
(*) Corresponding Author

Abstract


Metakognisi adalah suatu tingkatan dalam proses berpikir yang dapat digunakan siswa untuk memecahkan masalah, memiliki kesadaran terhadap proses berpikirnya dan mengontrol cara berpikirnya. Pada pembelajaran matematika di sekolah kita sering menemukan banyak siswa yang mengalami kesulitan dalam memecahkan masalah disebabkan  kurangnya kesadaran dan control dalam diri mereka. Kesulitan ini pun terjadi pada siswa kategori cerdas istimewa yang memiliki IQ di atas 130. Pada penelitian ini, peneliti ingin melihat bagaimana kemampuan yang dimiliki oleh siswa cerdas istimewa dalam memecahkan masalah matematika. Penelitian ini menggunakan metode kualitatif deskriptif. Penelitian ini dilakukan di sebuah SMP di kota Bandung dengan sample sebanyak 13 orang siswa cerdas istimewa. Untuk mengukur kemampuan metakognisi, siswa diberikan soal pemecahan masalah beserta angket metakognisi. Dari hasil penilaian pemecahan masalah, siswa cerdas istimewa memperoleh nilai rata – rata sebesar 59. Secara rinci, kemampuan metakognisi siswa cerdas istimewa berdasarkan angket yang mereka isi berada pada kriteria cukup baik untuk tahap planning, monitoring dan evaluating yaitu berada di kisaran 41% - 60%, dengan presentase berturut – turut 58,46%, 52,56% 53, 64%. turut 58,46%, 52, 56% 53, 64%.

 

Metacognition is a level in the thinking process that students can use to solve problems, have awareness of their thinking processes, and control the way they think. In learning mathematics in schools, we often find many students who have difficulty solving problems due to a lack of awareness and control within themselves. This difficulty also occurs in the special intelligent category students who have an IQ above 130. In this study, the researcher wanted to see how the abilities possessed by special intelligent students in solving mathematical problems. This research is a descriptive qualitative method. This research was conducted in a junior high school in Bandung with a sample of 13 special intelligent students. To measure metacognitive ability, students are given problem-solving questions along with a metacognition questionnaire. From the results of the problem-solving assessment, the special intelligent students got an average score of 59. In detail, the metacognitive abilities of the special intelligent students based on the questionnaires they filled were in the good criteria for the planning, monitoring, and evaluating stages, which were in the range of 41% - 60 %, with a successive percentage of 58.46%, 52.56% 53,4%.


Keywords


Metacognition, Metacognitive ability, Mathematical Problem-Solivng, Special Intelligent

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References


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DOI: https://doi.org/10.15575/ja.v8i1.15934

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