Exploration of Primary School Students' Metacognitive Thinking Processes in Solving Problems
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| Title: | Exploration of Primary School Students' Metacognitive Thinking Processes in Solving Problems |
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| Language: | English |
| Authors: | Wahyu Purwaningsih, Sugiman Sugiman, Haryanto Haryanto |
| Source: | Mathematics Teaching Research Journal. 2025 17(5):52-84. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Elementary School Students, Metacognition, Cognitive Processes, Grade 5, Foreign Countries, Problem Solving, Thinking Skills, Mathematics Education |
| Geographic Terms: | Indonesia |
| ISSN: | 2573-4377 |
| Abstract: | This study aims to investigate the thinking process of primary school students when solving mathematical problems. It used a qualitative case study approach. The researcher administered a metacognitive test to 30 fifth-grade students in Yogyakarta and selected three focal participants based on their performance in planning, monitoring, and evaluating metacognitive problem-solving indicators. Data were collected through students' metacognitive problem-solving tasks and interviews, employing mathematical metacognitive capability tests and semistructured interview guidelines. After students completed the given problems, cognitive interviews were conducted to capture their thinking processes during problem-solving. These interviews were conducted individually, involving only the researcher and the participant. The researcher employed cross-sectional data analysis and focus group discussions (FGDs) to ensure data validity. The results indicate that students exhibit two distinct thinking processes when solving complex mathematical problems. Students undergo metacognitive thinking processes in problem-solving, which can result in either correct or incorrect answers. Students with high metacognitive abilities demonstrate effective use of metacognitive skills, as evidenced by clear and structured problem-solving strategies. Conversely, those with low metacognitive abilities struggle to apply these skills effectively. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491517 |
| Database: | ERIC |
| Abstract: | This study aims to investigate the thinking process of primary school students when solving mathematical problems. It used a qualitative case study approach. The researcher administered a metacognitive test to 30 fifth-grade students in Yogyakarta and selected three focal participants based on their performance in planning, monitoring, and evaluating metacognitive problem-solving indicators. Data were collected through students' metacognitive problem-solving tasks and interviews, employing mathematical metacognitive capability tests and semistructured interview guidelines. After students completed the given problems, cognitive interviews were conducted to capture their thinking processes during problem-solving. These interviews were conducted individually, involving only the researcher and the participant. The researcher employed cross-sectional data analysis and focus group discussions (FGDs) to ensure data validity. The results indicate that students exhibit two distinct thinking processes when solving complex mathematical problems. Students undergo metacognitive thinking processes in problem-solving, which can result in either correct or incorrect answers. Students with high metacognitive abilities demonstrate effective use of metacognitive skills, as evidenced by clear and structured problem-solving strategies. Conversely, those with low metacognitive abilities struggle to apply these skills effectively. |
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| ISSN: | 2573-4377 |
