Analysis of Metacognitive Skills in Solving Mathematical Problems Reviewed from Students’ Learning Style

Khairatun Nisa Rambe^1, , Bornok Sinaga¹ and Asmin¹

¹Postgraduate Study Program, Universitas Negeri Medan, Indonesia

Cite this paper:
Khairatun Nisa Rambe, Bornok Sinaga and Asmin. Analysis of Metacognitive Skills in Solving Mathematical Problems Reviewed from Students’ Learning Style. American Journal of Educational Research. 2019; 7(11):780-793. doi: 10.12691/education-7-11-5

Abstract

This study aims to analyze: (1) the level of metacognitive skills in mathematical problem solving in terms of student learning styles; (2) metacognition difficulties experienced by students in solving mathematical problems in terms of student learning styles. This research is a descriptive qualitative research. The subjects of this study were 34 students of MTs Negeri 1 Labuhanbatu Selatan, then the interview subject was raised based on Honey & Mumford's learning style namely theory, pragmatics, reflector, and activist learning styles. Based on the results of the study it was found that: (1) There were 13 people (38,23%) students with reflector learning styles, students with reflector learning styles at the level of metacognition ability strategic use had high and moderate problem solving abilities. At the level of metacognition ability aware use has moderate solving abilities. At the level of metacognition ability tacit use has low problem solving abilities; There are 8 people (23.52%) students with pragmatic learning styles, students with pragmatic learning styles at the level of reflective and strategic use metacognition ability have high problem solving abilities. At the level of metacognition ability aware use have moderate problem solving abilities. At the level of metacognition ability tacit use students have low problem solving abilities; There are 10 students (29,41%) with theorist learning style, students with theorist learning style at the level of metacognition ability aware use have moderate problem solving abilities. At the level of metacognition ability tacit use has low problem solving abilities; and there are 3 students (8,82%) with activist learning styles, students with strategic use metacognition ability levels have high problem solving abilities, and the level of metacognition ability aware uses have medium problem solving abilities. (2) Metacognition difficulties experienced by students with pragmatic learning styles, reflectors, and theorists in mathematical problem solving are: a) Difficulty of facts, namely representing mathematical symbols to design mathematical models of the given problem; b) Concept difficulties, namely difficulties in applying the method of substitution, elimination, mixed methods, and determinant methods to solve problems; c) The difficulty of principle, namely the difficulty in applying mathematical formulas and rules as well as the difficulty in connecting the concepts given to solve problems and d) Difficulty of procedures, namely difficulty in presenting steps to solve problems in an orderly and correct manner, inaccuracy in presenting problem solving, as well as difficulties in devising problem solving strategies effectively and efficiently.

Keywords:
metacognition ability mathematical problem solving honey & mumford learning style

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