Empowering Mathematics Learners with Metacognitive Strategies in Problem Solving

2017 ◽  
pp. 165-181
Author(s):  
Mei Yoke LOH ◽  
Ngan Hoe LEE
Keyword(s):  
Problem Solving ◽  
Metacognitive Strategies

scholarly journals Applying Metacognitive Strategies in Comprehending English Reading Texts

2019 ◽  
Vol 19 (1) ◽  
pp. 138
Author(s):  
Zulfadli A. Aziz ◽  
Chairina Nasir ◽  
Ramazani Ramazani
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Reading Ability ◽  
High Performance ◽  
Metacognitive Strategies ◽  
Support Strategies ◽  
Problem Solving Strategies ◽  
Low Performance ◽  
Metacognitive Reading Strategies ◽  
Global Strategies

Comprehending English text is still regarded as hard for students. Metacognitive strategies have been considered effective in overcoming reading difficulties by many researchers. The objective of this study is to describe the application of three types of metacognitive reading strategies (global strategies, problem solving strategies, and support strategies) used by the students of Senior High School (SMAN) 1 Ingin Jaya, Aceh Besar. It is a descriptive qualitative study. Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire suggested by Mokhtari and Reichard (2002) was used to collect the data. The result of the study revealed that the students generally showed moderate awareness of all strategies and held a preference of using Problem Solving Strategies, followed by Support Strategies and Global Strategies respectively. The study also showed that high performance students used the strategies more frequently than low performance students. It can be concluded that the more students aware of using metacognitive reading strategies, the better their performance is in reading skill. Therefore, teaching the students to use metacognitive strategies can be a solution in enhancing students’ reading ability.

Using Metacognitive Strategies in the STEM Field

2017 ◽  
pp. 216-230 ◽  
Author(s):  
Gina J. Mariano ◽  
Fred J. Figliano ◽  
Autumn Dozier
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Outcomes ◽  
Metacognitive Strategies ◽  
Multiple Perspectives ◽  
Learning Techniques

Too often, we teach students what to think but not how to think. This quote embodies the concept of metacognition and its importance to student learning. Students frequently do not use learning techniques to truly learn information and develop long-term understanding of the curriculum at hand. Instead they memorize information for exams without understanding the depth of what they have studied. This in turn can create a pseudo-understanding of the curriculum. The metacognitive strategies we teach students allow them to become good learners. In this chapter we discuss the relationships between metacognition and critical thinking, problem solving, motivation, and academic performance. Specifically, the STEM area of mathematics is discussed. The chapter brings together multiple perspectives on metacognition and the importance of engaging students in metacognitive activities and strategies to improve learning outcomes.

Metacognition of Problem-Solving Strategies in Brazil, India, and the United States

2007 ◽  
Vol 7 (1-2) ◽  
pp. 1-25 ◽  
Author(s):  
Brian Wiley ◽  
C. Dominik Güss
Keyword(s):  
United States ◽  
Problem Solving ◽  
The United States ◽  
Uncertainty Avoidance ◽  
Metacognitive Strategies ◽  
Thought Processes ◽  
Combination Strategy ◽  
Problem Solving Strategies ◽  
Production Strategy ◽  
The U.S

AbstractMetacognition, the observation of one's own thinking, is a key cognitive ability that allows humans to influence and restructure their own thought processes. The influence of culture on metacognitive strategies is a relatively new topic. Using Antonietti's, Ignazi's and Perego's questionnaire on metacognitive knowledge about problem-solving strategies (2000), five strategies in three life domains were assessed among student samples in Brazil, India, and the United States (N=317), regarding the frequency, facility, and efficacy of these strategies. To investigate cross-cultural similarities and differences in strategy use, nationality and uncertainty avoidance values were independent variables. Uncertainty avoidance was expected to lead to high frequency of decision strategies. However, results showed no effect of uncertainty avoidance on frequency, but an effect on facility of metacognitive strategies. Comparing the three cultural samples, all rated analogy as the most frequent strategy. Only in the U.S. sample, analogy was also rated as the most effective and easy to apply strategy. Every cultural group showed a different preference regarding what metacognitive strategy was most effective. Indian participants found the free production strategy to be more effective, and Indian and Brazilian participants found the combination strategy to be more effective compared to the U.S. participants. As key abilities for the five strategies, Indians rated speed, Brazilians rated synthesis, and U.S. participants rated critical thinking as more important than the other participants. These results reflect the embedded nature and functionality of problem solving strategies in specific cultural environments. The findings will be discussed referring to an eco-cultural framework.

scholarly journals Using Metacognitive Strategies to Improve Reading Comprehension and Solve a Word Problem

2017 ◽  
Vol 2 (1) ◽  
pp. 124
Author(s):  
Tomo Djudin
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Cognitive Strategy ◽  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
Metacognitive Skills ◽  
Strategies Instruction

This article describes briefly the theories of metacognition and the impacts of metacognitive skills on learning. The differences between cognitive strategy and metacognitive strategy were mentioned. Some strategies to improve students’ meta cognition skills in the classroom explored as well. Based on the theories, two models of metacognitive strategies instruction for deeply understanding in reading textbook and for finding a solution of words physics problem solving were developed. These models will enable students to be independent and strategic learners.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN METAKOGNITIF TERHADAP KEMAMPUAN MEMECAHKAN MASALAH LINGKUNGAN DALAM PEMBELAJARAN SAINS

2020 ◽  
Vol 21 (01) ◽  
pp. 9-17
Author(s):  
Tina Tina ◽  
Budiaman Budiaman ◽  
Uswatun Hasanah
Keyword(s):  
Problem Solving ◽  
Science Learning ◽  
Environmental Problem ◽  
Metacognitive Strategies ◽  
T Test ◽  
Average Score ◽  
Seventh Grade ◽  
Collective Knowledge ◽  
Post Test ◽  
Positive Effect

Sains is knowledge which universal and sistematic, also a collective knowledge of facts andconcepts. In this research was given a metacognitive strategies to student's environmental problemsolving in science learning. This research was aimed to find the effect of metacognitive strategies tostudent’s environmental problem solving in science learning. The population of this research wasKartika X-1 Junior High School’s students, and the sample were the seventh grade classes whichrandomly chosen. The data was collected by giving questionnaire about student's ability ofenvironmental problem solving for both of contol and experiment classes. The result were showed thatthe post-test average score of experiment class higher than the control class as much 34,37 > 24,00.The t-test showed that the result was significant at 0,000 > 0,005 which means that the metacognitivestrategies give positive effect to student’s environmental problem solving in science learning.

scholarly journals Reading Metacognitive Strategies Employed by ESL Learners

2018 ◽  
Vol 12 (3) ◽  
pp. 61
Author(s):  
Noor Zainab Abdul Razak ◽  
Nur Ashikinbinti Abdul Gani ◽  
Nur Hazirah Che Ithnin
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Reading Strategies ◽  
Quantitative Research ◽  
English Language ◽  
English Proficiency ◽  
Metacognitive Strategies ◽  
Language Teachers ◽  
Metacognitive Reading Strategies ◽  
Esl Learners

This study aims to investigate the relationship between the metacognitive reading strategies employed by the ESL learners in a secondary school in Malaysia and their English proficiency. The objective of this study is to identify the types of metacognitive strategies employed by students while reading academic text. In addition, this study also aims to investigate the differences (if any) in metacognitive strategies employed by the high and low English proficiency students while reading academic text. The respondents of this research are forty students with high and low English proficiency and were selected randomly. This study is using the quantitative research method where questionnaire is used to obtain the data. Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used as the measuring tools to identify the metacognitive reading strategies employed by the students. The result of this study shows that the students employed the three metacognitive strategies which are Global Reading Strategies (GLOB), Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). In addition, the mostly employed metacognitive reading strategy was Global Reading Strategies (GLOB), followed by Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). As a conclusion, metacognitive reading strategies can be implemented by secondary school English language teachers in their teaching as it beneficial in helping learners’ comprehension.

scholarly journals Analisis Strategi Metakognitif Siswa Dalam Memecahkan Masalah Matematika

2019 ◽  
Vol 13 (1) ◽  
pp. 64
Author(s):  
Ryan Nizar Zulfikar
Keyword(s):  
Problem Solving ◽  
Cognitive Activity ◽  
Metacognitive Strategies ◽  
Student Response ◽  
Sequential Process ◽  
Math Problem ◽  
Math Problem Solving ◽  
Mathematical Problems ◽  
Class Viii ◽  
And Control

AbstrakPenelitian ini bertujuan untuk mendiskripsikan serta memaparkan strategi metakognitif siswa dalam memecahkan masalah matematika. Strategi metakognisi merupakan proses yang berurutan yang digunakan untuk mengontrol aktivitas kognitif dan memastikan bahwa tujuan kognitif telah dicapai. Penggunaan Strategi metakognitif dalam pemecahan masalah matematika akan menuntun siswa untuk memahami dan mengontrol proses berpikirnya, menganalisis, objektif, cermat dan logis dalam memecahkan masalah matematika yang sedang dihadapinya. Penelitian dilaksanakan di kelas VIII SMP N 16 Kupang, yang terdiri dari 34 siswa dengan menggunakan metode angket, soal tes dan dilengkapi dengan adanya wawancara. Berdasarkan hasil penelitian menunjukkan bahwa dari empat aspek metakognitif yaitu: aspek kesadaran, aspek strategi kognitif, aspek perencanaan dan aspek pengecekkan kembali mendapatkan respon siswa pada rata-rata 2.90, 2.74, 2.95, 2.90 serta diperkuat oleh hasil pengerjaan soal dan wawancara, maka dapat di simpulkan bahwa kemampuan strategi metakognitif siswa dalam memecahan masalah matematika siswa kelas VIII SMP N 16 Kupang dapat dikelompokan ke dalam katagori baik.Kata kunci:      Pemecahan Masalah, Matematika, Strategi metakognitif AbstractThis study aimed to describe and explain the student metacognitive strategies in solving mathematical problems. Metacognitive strategies is a sequential process that is used to control the cognitive activity and ensure that the cognitive objectives have been achieved. The use of metacognitive strategies in solving mathematical problems will lead students to understand and control the process of thinking, analyzing, objective, accurate and logical in solving mathematical problems at hand. The experiment was conducted in class VIII SMP N 1 Kupang, which consists of 34 students by using questionnaires, test questions, and features an interview. Based on the results of the study showed that of the four aspects of metacognitive namely: Aspects of consciousness, aspects of metacognitive strategies, planning aspects and aspects checking back to get the average student response 2.90, 2.74, 2.95, 2.90, and reinforced by the workmanship about and interviews, it can be concluded that metacognitive strategies in a student's ability to solve mathematical problems in SMP N 16 Kupang can be grouped into either category.Keywords:        Math , Problem Solving, Metacognitive Strategies

scholarly journals Pendekatan Problem Solving dengan Strategi Metakognitif untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa

2019 ◽  
Vol 2 (2) ◽  
pp. 63
Author(s):  
Idayu Rifki Anjani
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Learning Process ◽  
Mathematical Problem ◽  
Metacognitive Strategies ◽  
Student Response ◽  
Negative Response ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Response Percentage

The purpose of this study was to describe the increase in mathematical problem-solving abilities and students' responses during the learning process by applying a problem-solving approach with metacognitive strategies. This research is a classroom action research consisting of 3 cycles. The instrument used is a test of mathematical problem-solving skills and student response questionnaire. The results of the study concluded that the ability of mathematical problem-solving in the application of problem-solving approaches with metacognitive strategies has increased. This can be seen from the average test of mathematical problem-solving ability from cycle I is 67, cycle II is 70 and cycle III is 82. While the response of students is included in the effective criteria, with a percentage of positive responses 94% and a negative response percentage of 6%.

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