Rahmi Puspita Arum, Djamilah Bondan Widjajanti, Heri Retnawati
Problem-solving is one of the basic skills in learning mathematics where in the process needs awareness in every step. Metacognitive awareness means to be aware of how to think. This study aimed to know the effect of metacognitive awareness in the mathematical problem-solving process. This is a descriptive-qualitative study. The samples of this study are 10 students. Data of metacognitive awareness were collected using questionnaire adapted from Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison, data about mathematical problem-solving process were based on the test result. The MAI measures two components which include the knowledge about cognition and the regulation of cognition. The results indicate that the two components of metacognitive awareness, that is knowledge about cognition and regulation of cognition gave the effect to mathematical problem-solving students especially for regulation of cognition. The Student with high levels of regulation of cognition is able to reach a more complete problem-solving process than the students with medium levels of regulation of cognition. © 2019 IOP Publishing Ltd. All rights reserved.
Graduate Program of Yogyakarta State University, Jl. Colombo No.1, Depok, Sleman, Daerah Istimewa Yogyakarta, 55281, Indonesia
