Volume, 11 Nomor 2 July 2023 pagr. Hal. 116-122 p-ISSN:2541-4232 dan e-ISSN: 2354-7146
Analisis Keterampilan Metakognisi Siswa dalam Pemecahan Masalah Ditinjau dari Tipe Kepribadian Ekstrovert
.
Fenty Madelin Madubun1*, Wilmintjie Mataheru2, Christina Martha Laamena3
1 Program Studi Magister Pendidikan Matematika Pascasarjana Universitas Pattimura
Email: [email protected]
©2023 –Daya matematis: Jurnal inovasi pendidikan matematika. This article open acces licenci by CC BY-NC-4.0 (https://creativecommons.org/licenses/by-nc/4.0/)
Abstract
Metacognition skills, namely planning, monitoring, and evaluation. The purpose of this study was to describe the metacognition of junior high school students in solving problems of extroverted personality types in the matter of a system of two-variable linear equations. This type of exploratory research with a qualitative approach. The subjects consisted of 2 junior high school students with extroverted personality types. Data collection techniques were carried out using personality type questionnaires, tests, and interviews. The research instrument consisted of a personality type questionnaire, test questions and interview guidelines. Data analysis techniques, namely data reduction, data presentation and drawing conclusions. The results showed that the metacognition skills of the two subjects were different in solving problems. S1 and S2 subjects are aware of the planning process by using prior knowledge that can help them solve problems, determine what is known and asked correctly. In the monitoring process, the S1 subject can think of several strategies or methods, carry out the correct completion steps, and re-check the calculations made, whereas the S2 subject is less aware of the mistakes made in the steps of working on the problem he is doing. In the evaluation stage, the S1 subject evaluates the strategy, work steps or calculations in accordance with the objectives of the problem and draws the correct conclusions, while the S2 subject makes mistakes in the steps of working on the problem that he is not aware of and draws conclusions that are not correct.
Keywords: Extrovert; Metacognition; Problem Solving.
INTRODUCTION
Mathematics has an important role in the world of education and everyday life. In education, mathematics is taught to equip students to think logically, systematically, creatively and critically.
This is consistent with the goals of learning mathematics at school according to NCTM (Putri, et al, 2019: 352), namely: 1) problem solving; 2) reasoning (reasoning); 3) communication (communication); 4) connection (connection); and 5) representation. Therefore, problem solving is one of the important competencies that students need to have in learning mathematics.
Problem solving according to Branca (Suryani, et al, 2020: 121), is interpreted using a general interpretation, namely problem solving as a goal, process, and basic skills. According to Mukti (Rigusti and Pujiastuti, 2020: 5), problem solving as a process focuses on the methods, procedures, strategies, and heuristics used in problem solving. This can be interpreted that problem solving is a series of processes in using systematic methods and procedures to solve problems, so it is important to teach it to students.
The importance of problem solving is not in line with the facts in the field which show that student problem solving is still relatively low. Based on PISA results, Indonesia has been in the bottom 10 for
(Received: 13-03-2023; Reviewed: 21-04-2023; Revised: 23-06-2023; Accepted: 25-06-2023; Published: 29-07-2023)
more than the last decade (Zahro, 2022: 149). There are many factors that influence the low level of solving this problem. For this reason, serious attention is needed to hone and develop student problem solving.
The low level of student problem solving, one of which is influenced by the lack of student awareness of the knowledge they have. According to Udil (2017), problem solving is not only related to knowledge and procedures that involve cognitive processes, but also requires students' awareness of thinking to control and regulate their thinking processes. Amir (2018: 118) argues that student awareness in solving problems is very important, because through this awareness students can find out whether the completion process is correct and to what extent the truth is, and students can evaluate where the error in the solution is in conceptual or procedural errors. . Therefore, it can be said that awareness of one's own thinking process is called metacognition.
Metacognition basically puts emphasis on a person's awareness of their own thinking processes. Putri and Tayeb (2017) suggest that metacognition is related to awareness of what a person knows (metacognitive knowledge), what a person can do (metacognitive skills) and what a person knows about his own cognitive abilities (metacognitive experience). In the development process, there is a general distinction between metacognition by separating metacognitive knowledge and metacognitive skills.
Woolfolk (Atmaja, 2021: 2052) argues that the components of basic metacognition skills include three parts, namely planning, monitoring and evaluation. According to Woolfolk, metacognition refers to ways in an effort to increase awareness and ability to think processes based on the learning process followed. So students need to be aware of their own thinking processes and evaluate the results of their thinking processes, so that it is hoped that they can minimize mistakes made by students in solving problems.
Flavel (Murni, 2019: 6) said that metacognition in problem solving involves planning, monitoring and evaluation processes, especially in carrying out and choosing the right strategy. This is reinforced by the opinion of McLoughilin and Hollingworth (Fitria, et al, 2016), that effective problem solving can be obtained by providing opportunities for students to apply metacognitive strategies when solving problems. Therefore, it can be concluded that students who are aware of their metacognition will think better than students who are not aware of their metacognition.
Metacognition and problem solving are thinking activities. Thinking is a mental activity that is influenced by many factors, so it will make a difference for each student. The results of research conducted by Furnham et al (Rosito 2018: 7) stated that motivational aspects originating from individual personalities were found to have a major effect on student achievement. The individual motivational aspect is the nature of personality characteristics that describe a person's ability or encouragement to act.
Personality is a person's characteristics that cause consistency and differences in feelings, thoughts and behavior. Fitria (2016), each student has their own difficulties in carrying out metacognition when solving mathematics problems based on their personality type. The extrovert personality type is a personality proposed by Carl Gustav Jung. Extroverts are a personality type who are more concerned with the outside and tend to open themselves up more to the outside world, they like crowds, with lots of interaction and social activities (Rudianti, et al, 2021: 440). Research conducted by Arini (2016:
128) on students with extroverted and introverted personalities shows that both extroverted and introverted students are able to process information, but extroverted students cannot connect existing information.
Based on the results of the researchers' observations that there were students at the school who had
solving problems of systems of two-variable linear equations. There are students who are able to work on the problem by paying attention to the completion steps to get the final result and can interpret the answer. However, there are also students who cannot make examples, change questions into mathematical models and carry out calculations correctly. One reason is because of differences in personality types. Apart from the low level of problem solving, the interview results also indicate that metacognition has not been taught to students.
Based on the description above, this study aims to describe the metacognition of junior high school students in solving problems of extroverted personality types in the matter of a system of two-variable linear equations.
METHOD
This type of research is designed as exploratory research with a qualitative descriptive approach. It is said to be exploratory research because the researcher wants to dig in depth about the subject's metacognition in solving the problem of a two-variable linear equation system in terms of personality type, while the qualitative approach is a research procedure that produces descriptive data in the form of written or spoken words. of people and observable behavior. This research was carried out in the even semester of the 2022/2023 academic year. The research subjects were Grade VIII students of Tual 1 Public Middle School for the 2022/2023 academic year, who were selected based on several considerations: (1) Grade VIII students already had sufficient learning experience so they could solve problems about solving a system. linear equation in the two variables, (2) the subjects were not chosen randomly, but were selected taking into account the ability to communicate, so that the disclosure of the metacognition process could take place properly, (3) the grouping of subjects was based on personality type. The technique for taking subjects in this research was purposive sampling.
Researchers gave a personality type questionnaire, classifying students according to their personality type. Then, the researcher asked which student's math teacher could provide the additional information needed for each personality type.
Data collection techniques used questionnaires adopted from the Eysenck Personality Inventory (EPI), tests and interviews. Then, for each stage of metacognition studied, in-depth interviews were conducted to determine the metacognitive activities carried out. The data obtained during the interview was compiled into an interview transcript for further analysis in relation to the metacognition experienced. The results of data analysis for each subject in this study were carried out using the triangulation method to obtain valid data. This valid data is used to describe students' metacognitive activities in solving problems in terms of extroverted personality types at each stage of metacognitive skills, namely planning, monitoring and evaluating.
RESULT AND DISCUSSION Result
Data collection started from administering a personality type questionnaire, problem solving tests and interviews to explore students' metacognition in problem solving. From the results of administering the questionnaire, students were then classified into personality types, then with the teacher's considerations and the criteria created by the researcher, 2 extrovert students were selected as research subjects (S1 and S2).
Based on this, the results of the recapitulation of S1 and S2 metacognition skills in problem solving can be presented in Table 1 below.
Table 1. Recap of Student Metacognition Data in Based Problem Solving Extrovert Personality Type
Subject
Metacognition Skills in Problem Solving Understanding
Problems Make a Plan Implementing the
Plan Check again S1 The subject can
determine the information provided in the problem includes what is known and asked but does not write it down, then re-reads the question and believes that the information stated is correct
Subjects can think of several strategies or formulas, relate the information in the problem with the knowledge they have, know the reasons for using the method, interpret the problem in a more operational form, and evaluate whether the plans made are correct.
The subject carries out the chosen strategy or formula, rechecks the steps for working on the problem and makes corrections to the wrong steps, and evaluates whether the steps for solving the problem are correct.
The subject plans to review the accuracy of the answer, recheck the answer obtained and the strategy or formula used, and be sure that the answer obtained is in accordance with what was asked in the question.
S2 The subject determines what is known and asked but not written down in the results of his work, re-reads the questions and is sure that what is known and asked is correct
Subjects think about the strategy or formula they master, change the problem into a more
operational form, and evaluate that the chosen method is appropriate for solving the problem
The subject carries out the plans that have been made, re-examines the completion steps and mistakes are made, but the subject does not realize and corrects these mistakes
The subject plans to look again and match the answers obtained, but the conclusions made are not correct with those asked by the question
Discussion
The following is a discussion of students' metacognitive skills in problem solving in terms of extroverted personality types based on the research results that have been obtained compared to existing theories and research.
1. S1 Metacognition Skills in Problem Solving
Based on the research results previously explained, it shows that in the step of understanding the problem, the subject mentions things that are known and asked, monitors what is known and asked by re-reading the questions, analyzes the questions until they are finished, evaluates and is absolutely sure about what is known and asked. . This is in accordance with the results of research by Firstiane (2018)
In the step of determining the plan, the subject connects the previously studied concepts with the concepts used in solving problems and states the reasons for using these concepts, thinks of several strategies or formulas, interprets the problem in a more operational form to make it easier. solve the problem and determine several strategies or ways that can be used to solve the problem. The subject then writes a mathematical model to solve the problem by first working on an example to solve the problem. This is in accordance with the results of research by Armanza and Asyhar (2020) extrovert students can determine the steps to solve problems correctly starting from writing down what is known and modeling it in a mathematical form for further processing.
At the stage of solving the given problem, the subject plans according to the strategy that has been planned. In carrying out the plan, the subject pays attention to the completion steps, tends to contain simple things, and explains the problems in the questions in accordance with the concepts that have been studied. The subject also made mistakes when working on the questions, realizing these mistakes the subject immediately made improvements. This is in accordance with the opinion of Jazuli and Lathifah (2018) that students with this extrovert personality type have high self-confidence, so they dare to admit if there are mistakes in calculating or writing.
At the re-checking stage, subject S1 realized and acknowledged that it was necessary to plan a re- examination, the subject did the calculations correctly so that the answers the subject got were also correct. The subject mentioned that the problem could be solved by other methods, but this was not done. This is in accordance with Kuzle's opinion (Setyaningrum and Mampouw, 2020) metacognition in problem solving helps students to recognize a problem that needs to be solved, know what is meant, and understand how to achieve goals or solutions. The implementation of the subject's metacognitive activities in problem solving shows that it is important to be aware of their thinking processes to help avoid mistakes in problem solving.
2. Master's Subject Metacognition Skills in Problem Solving
In the step of understanding the problem, subject S2 mentions things that are known and asked, monitors what is known and asked by reading the questions repeatedly, analyzes the questions until they evaluate and are sure they are correct about what is known and asked. This is in accordance with the opinion of Zuniana and Endah (2019) that extrovert students are able to identify mathematical information in the questions.
In the step of determining the plan, the subject connects the concepts that have been studied previously with the concepts used in problem solving and states the reasons for using these concepts, and determines several strategies to solve the problem, then interprets the problem in a more operational form so that it makes it easier to solve the problem.
In the step of solving a given problem, the subject solves the problem using a previously planned method. The subject has checked every step again, but the subject is not careful in reading the information asked about in the question. This is in accordance with Arif's opinion (Isdayanti, 2020) that students with extroverted personalities tend to be hasty and careless in working on questions.
In the re-examination step, the subject does not match the answer that has been obtained with the problem because he did not reread the question so that what was asked has not been answered in the conclusion made. This is in accordance with the opinion of Habibi (2016) that an extrovert is someone who does not like reading, so he feels like he wants to quickly solve problems.
CONCLUSIONS AND SUGGESTIONS
Based on the results of the research and discussion, the conclusions in this study are as follows: 1) S1 subjects are aware of their thinking processes in the planning, monitoring and evaluation aspects in the steps of understanding the problem, determining the plan, implementing the plan and double-checking the answers correctly; 2) subject S2 is in the step of implementing the plan and checking the answers
again, subject S1 is not yet aware of his thought process in the monitoring and evaluation aspect, so he is not aware of the mistakes he has made and has not yet received the right solution according to what was asked.
REFFERENCE
Alfiyah, N & Siswono, T. Y. E. 2014 Identifikasi Kesulitan Metakognisi Siswa Dalam Memecahkan Masalah Matematika. Jurnal Ilmiah Pendidikan Matematika, vol. 3, no. 2. 131 – 138.
Anggo, M. 2011. Pelibatan Metakognisi dalam Pemecahan Masalah Matematika. Edumatica: Jurnal Pendidikan Matematika.
Aprilia, F., & Sugiarto, B. 2013. Keterampilan Metakognitif Siswa Melalui Penerapan Model Pembelajaran Inkuiri Terbimbing Pada Materi Hidrolis Garam (Student Metacognitive Skills Through The Implementation Of Guided Inquiry Learning On Subject Matter Of Salt Hydrolysis). Unesa Journal of Chemical Education, 2(3).
Armanza, R., & Asyhar, B. (2020). Pemahaman konseptual dan prosedural siswa SMA/MA dalam menyelesaikan soal program linier berdasarkan tipe kepribadian. Jurnal Tadris Matematika, 3(2), 163- 176.
Asfirah, A., Haryaka, U., & Asyril, A. (2022). Perbedaan Hasil Belajar Matematika antara Siswa yang Memiliki Kepribadian Ekstrovert dan Introvert Kelas VIII. In Prosiding Seminar Nasional Pendidikan Matematika, Universitas Mulawarman (Vol. 2, pp. 68-74).
Bulu, V. R., Budiyono, B., & Slamet, I. 2015. Kesulitan Metakognisi Siswa dalam Memecahkan Masalah Matematika Pada Materi Peluang Ditinjau dari Tipe Kepribadian Tipologi Hippocrates–Galenus Kelas XI MIA 1 SMA Negeri I Soe. Jurnal Pembelajaran Matematika, 3(9).
Danial, M. 2016. Kesadaran metakognisi, keterampilan metakognisi, dan penguasaan konsep kimia dasar. Jurnal Ilmu Pendidikan, 17(3).
Depdiknas. 2008. Peraturan Pemerintah RI No.19 Tahun 2005 tentang Standar Nasional Pendidikan. Jakarta:
Depdiknas.
Firstiane, V. (2018). Profil Kemampuan Siswa Memecahkan Masalah Aljabar Menurut Polya Ditinjau dari Perbedaan Kepribadian Ekstrovert dan Introvert. Jember: Pendidikan Matematika Universitas Jember.
Fitria, C., Sujadi, I., dan Subanti, S. 2016. Analisis Kesulitan Metakognisi Siswa dalam Memecahkan Masalah Sistem Pertidaksamaan Linear Dua Variabel Ditinjau dari Tipe Kepribadian Guardian, Arisan, Rational, dan Idealist Kelas X SMKN 1 Jombang. Jurnal Elektronik Pembelajaran Matematika. 4 (9), 824-835.
Habibi, A. (2016). Perbedaan Hasil Belajar Matematika Siswa SMP yang Berkepribadian Extrovert dan Introvert pada Pokok Bahasan Sistem Persamaan Linier. Jurnal Educazione: Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling, 4(1), 61-71.
Huda, S., Agustin, D., & Khikmiyah, F. 2021. Karakteristik Metakognisi Dalam Pemecahan Masalah Matematika Ditinjau Dari Tipe Kepribadian. Mathematic Education And Aplication Journal (META), 3(1), 20-34.
Isdayanti, F. (2020). Profil Pemecahan Masalah Bangun Ruang Sisi Lengkung Siswa SMP Negeri 8 Palu Ditinjau dari Tipe Kepribadian Ekstrover (Extrovert) dan Introver (Introvert). Jurnal Elektronik Pendidikan Matematika Tadulako, 8(1), 1-14.
Jaenudin, Ujam. 2015. Dinamika Kepribadian. Bandung: CV Pustaka Setia.
Jazuli, A., & Lathifah, M. (2018). Deskripsi Kemampuan Pemecahan Masalah Matematis pada Soal Cerita Berdasarkan Tipe Kepribadian Ekstrovert-Introvert Siswa SMP Negeri 6 Rembang. AlphaMath: Journal of Mathematics Education, 4(1), 23-32.
Kamid. 2013. Metakognisi Siswa dalam Menyelesaikan Soal Matematika. Jurnal Edumatica, 3(1), 64–
72.
Kuzle, A. 2013. Patterns of Metacognitive Behavior During Mathematics Problem Solving in a Dynamic Geometry Environment. International Electronic. Journal of Mathematics Education, 8(1), 20–40.
Lestari, A. (2013). Analisis hubungan ekstrovert-introvert kepribadian dan peserta didik kinerja berbicara.
pontianak: Universitas Tanjungpura.
Mulyadi. (2018). A compartive study on introvert and ektrovert students personality in english listening scores.
Jurnal Of English and Teaching, 2, 15.
Nasution, M. 2018. Konsep Standar Proses Dalam Pembelajaran Matematika. Logaritma: Jurnal Ilmu-Ilmu Pendidikan Dan Sains, 6(01), 120-138.
Rakhman, A. A. (2018). Analisis Kemampuan Pemecahan Masalah Matematika Siswa Ditinjau dari Kepribadian Introvert–Extrovert. UNES Journal of Education Scienties, 2(2), 184-193.
Ramadhan, S., Rakhmawati, A., Hidayati, H., & Muttaqien, A. 2022. Proses Berpikir Konseptual Siswa Extrovert dan Introvert dalam Memecahkan Masalah Bangun Ruang Sisi Datar. MATH LOCUS: Jurnal Riset dan Inovasi Pendidikan Matematika, 3(1), 10-27.
Rudianti, R., Aripin, A., & Muhtadi, D. (2021). Proses Berpikir Kritis Matematis Siswa Ditinjau Dari Tipe Kepribadian Ekstrovert dan Introvert. Mosharafa: Jurnal Pendidikan Matematika, 10(3), 437-448.
Setyaningrum, D. U., & Mampouw, H. L. (2020). Proses metakognisi siswa SMP dalam pemecahan masalah perbandingan senilai dan berbalik nilai. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 275-286.
Udil, P.A., Kusmayadi, T. A., Riyadi. 2017. Metacognition Process of Students with High Mathematics Anxiety in Mathematics Problem-Solving.International Journal of Science and Applied Science: Conference Series, 2(1), 261-272.
Zuniana, E. R., & Rahaju, E. B. (2019). Pemecahan Masalah Aljabar Siswa SMP Ditinjaudari Tipe Kepribadian. MATHEdunesa, 8(2), 342-349.
