Metacognitive Intervention: Can It Solve Suspension of Sense-Making in Integration Problem-Solving?
Saved in:
| 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 |
| 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. |
|---|---|
| ISSN: | 2573-4377 |
