Djatmiko Hidajat, Siti Maghfirotun Amin, Tatag Yuli Eko Siswono
This study aims to determine the university students metacognitive skills for mathematical problem-solving, based on cognitive style. Thirty-five university students at a private university, Sukoharjo, Indonesia, were selected, in order to complete the Group Embedded Figures Test (GEFT) and Mathematical Ability Tests. The result showed that university students were classified into two types of cognitive styles. Each group was interviewed by one university students, based on the results of solving problems. It was also observed that the two participantswere able to perform metacognitive activities, including planning, monitoring, evaluation, and prediction skills, according to the indicators of the (metacognitive) skills, which were reported not to be fully achieved. The two participants (field-independent and field-dependent) performed metacognitive activities, which includes, (1) writing down and stating the facts contained in the question, (2) checking the results according to the plan, (3) carefully evaluating the achievement of targets by examining the results obtained, in order to ensure the correctness of every step conducted and planned, (4) predicting and stating the conclusions reached, after solving the problem. Based on these results, it was suggested for researchers and lecturers that have related problems, to examine the involvement of metacognitive skills more deeply, in problem-solving. © 2021, MUK Publications and Distribution. All rights reserved.
Universitasnegeri Surabaya, Surabaya, Indonesia
