Exploration of Students' Metacognition in Collaborative Mathematical Problem Solving

Abstrak

This study is a qualitative descriptive study that aims to describe students' metacognitive exploration of collaborative problem-solving. This study involved three students with high, medium, and low mathematical abilities who would work together in a group to solve a mathematical problem. The instruments used were an initial ability test, a mathematical collaborative problem-solving test, an observation sheet, and an interview guide. Data collection methods were through assignments, observations, and interviews. The results showed that during the planning activity, a low-ability student had difficulty planning the stages of problem-solving, but with the help of two friends, he managed to understand how to solve the problem. During the monitoring activity, high and medium students worked together to improve their understanding after seeing the low-ability students struggling. During the evaluating activity, low, medium, and high students did not provide feedback to each other because they did not realize that feedback was necessary. Therefore, it can be concluded that individual metacognitive activities play an active role in the group metacognitive process in solving collaborative problems.