Students' Metacognition in Solving Numeracy Tasks Based on Adversity Quotient
DOI:
https://doi.org/10.35194/jp.v13i2.4035Keywords:
adversity quotient, camper, climber, metacognition, numeracy tasksAbstract
Metacognition is described as thinking about thinking and is often considered as a second-level cognition that is different from ordinary cognition. This study aims to describe the metacognition of students with adversity quotient (AQ) climber and camper types in solving numeracy tasks. The research used a qualitative-descriptive approach with the subjects of four students of class VIII MTs who were selected using purposive sampling technique based on the results of the Adversity Response Profile (ARP) test. Data were collected through numeracy tasks solving tests, task-based interviews, and observations, then analysed using thematic analysis involving data reduction, data presentation, and conclusion drawing. The results showed that AQ climber type students demonstrated metacognition consisting of metacognitive awareness, regulation, and evaluation with the steps of rethinking prior knowledge, planning the solution, and assessing the work. Meanwhile, AQ camper students showed metacognition in the form of metacognitive awareness, evaluation, and organisation with the steps of rethinking knowledge, evaluating abilities, redesigning plans, and evaluating completion steps. This study provides insight into the variation of metacognition based on AQ type, which can be used to design student character-based mathematics learning strategies.References
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Amir, M. F. (2019). Pengembangan Perangkat Pembelajaran Berbasis Masalah Kontekstual Untuk Meningkatkan Kemampuan Metakognisi Siswa Sekolah Dasar Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 2(1), 117-128. https://doi.org/10.31219/osf.io/bpqas
Anwar, M. C., & Fitriani, S. (2020). Emotional Intelligence and Interpersonal Communication: Their Relationship on Primary School Teachers’ Adversity Quotient. In International Proceedings Conferences Series (pp.55-67). https://doi.org/10.22236/ie.v1i1.137
Bürgler, S., Kleinke, K., & Hennecke, M. (2022). The Metacognition in Self-Control Scale (MISCS). Personality and Individual Differences, 199, 111841. https://doi.org/10.1016/j.paid.2022.111841
Fitria, L., Jamaluddin, J., & Artayasa, I. P. (2020). Analisis Hubungan antara Kesadaran Metakognitif dengan Hasil Belajar Matematika dan IPA Siswa SMA di Kota Mataram. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 6(1), 147–155. https://doi.org/10.33394/jk.v6i1.2302
Hulaikah, M., Degeng, I. N. S., Sulton, S., & Murwani, F. D. (2020). The Effect of Experiential Learning and Adversity Quotient on Problem Solving Ability. International Journal of Instruction, 13(1), 869–884. https://doi.org/10.29333/iji.2020.13156a
Kuzle, A. (2018). Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi-method interview approach during mathematics problem-solving. Mathematics Education Research Journal, 30(2), 185–207. https://doi.org/10.1007/s13394-017-0227-1
Latifa, A. N., Subanji, & Hidayanto, H. (2020). Metakognisi Siswa Bergaya Kognitif Field-Independent dalam Memecahkan Masalah Matematika Berdasarkan Tahapan Polya. Jurnal Kajian Pembelajaran Matematika, 4(1), 1-12. http://dx.doi.org/10.17977/um076v4i12020p1-12
Marsitin, R., Sa’dijah, C., Susiswo, S., & Chandra, T. D. (2022). Creative Mathematical Reasoning Process of Climber Students in Solving Higher Order Thinking Skills Geometry Problems. TEM Journal, 1877–1886. https://doi.org/10.18421/TEM114-56
Nurhayati, N., Subanji, S., & Rahardjo, S. (2022). Proses Pemecahan Masalah Sistem Persamaan Linear Dua Variabel Berdasarkan Tahapan Mason Ditinjau dari Tipe Adversity Quotient. Jurnal Cendekia?: Jurnal Pendidikan Matematika, 6(1), 615-634. https://doi.org/10.31004/cendekia.v6i1.1239
Nurwahid, M., Permadi, H., & Susanto, H. (2022). Proses pemecahan masalah matematika siswa berdasarkan tahapan polya pada materi segiempat ditinjau dari adversity quotient. JNPM (Jurnal Nasional Pendidikan Matematika), 6(4), 639–653.
Purwasih, R. (2019). Kemampuan Berpikir Kreatif Matematis Siswa SMP dalam Menyelesaikan Soal Pemecahan Masalah Ditinjau dari Adversity Quotient Tipe Climber. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 8(2), 323-332. https://doi.org/10.24127/ajpm.v8i2.2118
Safitri, P. T., Yasintasari, E., Putri, S. A., & Hasanah, U. (2020). Analisis Kemampuan Metakognisi Siswa dalam Memecahkan Masalah Matematika Model PISA. Journal of Medives?: Journal of Mathematics Education IKIP Veteran Semarang, 4(1), 11-21. https://doi.org/10.31331/medivesveteran.v4i1.941
Shilo, A., & Kramarski, B. (2019). Mathematical-Metacognitive
Discourse: How Can It Be Developed Among Teachers and Their Students? Empirical Evidence from A Videotaped Lesson And Two Case Studies. ZDM, 51(4), 625–640. https://doi.org/10.1007/s11858-018-01016-6
Stoltz, P. G. (2000). Adversity quotient: Turning obstacles into opportunities = Adversity quotient?: mengubah hambatan menjadi peluang. Grasindo.
Sukiyanto, S. (2020). Munculnya Kesadaran Metakognisi dalam Menyelesaikan Masalah Matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(1), 126-132. https://doi.org/10.24127/ajpm.v9i1.2654
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Published
2024-12-27
How to Cite
Maulana, H., Susiswo, S., & Sudirman, S. (2024). Students’ Metacognition in Solving Numeracy Tasks Based on Adversity Quotient. PRISMA, 13(2), 198–206. https://doi.org/10.35194/jp.v13i2.4035
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