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Metacognitive Intervention: Can It Solve Suspension of Sense-Making in Integration Problem-Solving?

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Title: Metacognitive Intervention: Can It Solve Suspension of Sense-Making in Integration Problem-Solving?
Language: English
Authors: Alifiani, Subanji, Permadi, Hendro, Irawati, Santi
Source: Mathematics Teaching Research Journal. Spr 2023 15(1):44-66.
Availability: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Peer Reviewed: Y
Page Count: 23
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Metacognition, Intervention, Concept Formation, Cognitive Processes, Problem Solving, Thinking Skills, Comprehension, College Mathematics, College Students, Foreign Countries
Geographic Terms: Indonesia
ISSN: 2573-4377
Abstract: This study aims to describe metacognitive interventions for students who experience suspension of sense-making when solving integration problems based on the characteristics of students' thinking. This research applied a qualitative research approach and provided essay tests followed by task-based interviews to classify students who experience suspension of sense-making into two categories based on their thinking characteristics namely pure procedural and mixed conceptual-procedural. The metacognitive intervention in this study was carried out by giving metacognitive questions to the participants based on their thinking characteristics. The metacognitive questions given included comprehension, connection, strategy, and reflection questions. The results of this study indicated that mixed conceptual-procedural students were able to raise their sense-making earlier than pure procedural students. It can be concluded that pure procedural students need metacognitive intervention in the form of complete metacognitive intervention while mixed conceptual-procedural students only need partial metacognitive intervention.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391470
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Mathematics+Teaching+Research+Journal%22"><i>Mathematics Teaching Research Journal</i></searchLink>. Spr 2023 15(1):44-66.
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  Data: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
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  Data: This study aims to describe metacognitive interventions for students who experience suspension of sense-making when solving integration problems based on the characteristics of students' thinking. This research applied a qualitative research approach and provided essay tests followed by task-based interviews to classify students who experience suspension of sense-making into two categories based on their thinking characteristics namely pure procedural and mixed conceptual-procedural. The metacognitive intervention in this study was carried out by giving metacognitive questions to the participants based on their thinking characteristics. The metacognitive questions given included comprehension, connection, strategy, and reflection questions. The results of this study indicated that mixed conceptual-procedural students were able to raise their sense-making earlier than pure procedural students. It can be concluded that pure procedural students need metacognitive intervention in the form of complete metacognitive intervention while mixed conceptual-procedural students only need partial metacognitive intervention.
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      – Text: English
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      Pagination:
        PageCount: 23
        StartPage: 44
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      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Concept Formation
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Comprehension
        Type: general
      – SubjectFull: College Mathematics
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Indonesia
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      – TitleFull: Metacognitive Intervention: Can It Solve Suspension of Sense-Making in Integration Problem-Solving?
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            NameFull: Irawati, Santi
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              Y: 2023
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            – TitleFull: Mathematics Teaching Research Journal
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