Metacognition Process of Students with High Mathematics Anxiety in Mathematics Problem-Solving

International Journal of Science and Applied Science: Conference Series

Patrisius Afrisno Udil¹  Tri Atmojo Kusmayadi¹ 

[1] Magister Pendidikan Matematika, FKIP, Universitas Sebelas Maret

关键词: metacognition process;    mathematics anxiety;    mathematics problem-solving;   

DOI  :  10.20961/ijsascs.v2i1.16724

学科分类：自然科学（综合）

来源: Sebelas Maret University

【 摘 要 】

This study aims to find out students’ metacognition process while solving the mathematics problem. It focuses on analyzing the metacognition process of students with high mathematics anxiety based on Polya’s problem solving phases. This study uses qualitative research with case study strategy. The subjects consist of 8 students of 7 thgrade selected through purposive sampling. Data in the form of Mathematics Anxiety Scale (MAS) result and recorded interview while solving mathematics problems were analyzed qualitatively using Miles and Huberman steps. Before selecting the subjects, the researcher gave the Mathematics Anxiety Scale (MAS) to obtain students with high anxiety. Then, subjects were interviewed while solving the problem to investigate their metacognition process. The results show that: (1) The metacognition processes of students with high anxiety in understanding the problem involveplanning ,monitoring , andevaluatingto explore and understand information of the given problem.

【 授权许可】

CC BY-SA