Ihza Rahman, Ali Shodikin, Heri Purnomo
Problem-solving is a complex mental activity where each student has a different cognitive style, which affects each student's problem-solving abilities. In cognitive styles, there is a dimension of cognitive processes, namely knowledge and metacognition skills. Metacognition is knowledge about cognition that involves awareness of one's thinking, also known as procedural knowledge, in organizing cognitive processes starting from planning, monitoring, and evaluating in problem-solving. Using a qualitative approach, this article aims to determine the metacognition abilities of students in solving contextual problems on the material of a system of linear equations with two variables (SLETV). This study used a qualitative approach, using a test and interview to collect data and describe and analyze it. The research subjects are junior high school students who have already been taught about the material. The result shows that the metacognition abilities of each student differ, with the same indicators showing their ways of metacognition. The first subject could not explain what they were thinking and their ability to find existing errors. As for the second subject, they chose an additional formula because they saw irregular numbers, which made them have to rethink. The first subject tends to be more free-thinking and sufficient in metacognitive abilities, while the second subject is more towards orderly and neat thinking, and their metacognitive abilities are adequate. Acceptance of their thinking awareness and awareness in determining their thinking direction is something that emerges in both subjects; some need external encouragement, while others have it from within themselves. © 2025 Author(s).
Mathematics Education Study Program, Universitas Negeri Surabaya, Surabaya, Indonesia
