KEMAMPUAN METAKOGNITIF DALAM MENYELESAIKAN MASALAH MENURUT LANGKAH POLYA DITINJAU DARI GENDER PADA SISWA KELAS VII SMPN 1 KOTABARU

Indonesia

Abstract

The purpose of this study was to describe the profile of metacognitive abilities in solving problem solving according to the polya step in terms of gender in class VII students of SMPN 1 Kotabaru. The method used in this study is a descriptive qualitative research method, which describes how the profile of metacognitive abilities in solving problems according to polya steps in terms of gender. Data collection techniques through the provision of written tests and interviews. The research subjects consisted of 6 (six) people, who were divided into three categories, namely, 1 (one) pair of male and female students with high understanding, 1 (one) pair of male and female students with moderate understanding, and 1 (one) pair of male and female students with low understanding. The results showed that the profiles of male students with high understanding (SL1) and profiles of female students with high understanding (SP4) were able to solve problems according to polya steps and fulfill all indicators of metacognitive abilities, starting from the indicators in the planning stage, monitoring stage and evaluation stage. The profile of male students with medium understanding (SL2) is still able to complete problem solving according to polya steps and fulfills several indicators of metacognitive ability, for indicators at the planning stage some are still not appropriate but for the monitoring and evaluation stages they have been fulfilled, the profile of female students with moderate understanding (SP5) is able to complete problem solving according to polya steps and fulfills all indicators of metacognitive abilities, starting from indicators at the planning stage, monitoring stage and evaluation stage. The profile of male students with low understanding (SL3) and the profile of female students with low understanding (SP6) are still unable to complete problem solving according to polya steps and only meet several indicators of metacognitive ability, starting from the indicators in the planning stage, monitoring stage and evaluation stage, there are still some mistakes.