ABSTRACT
The urgency of this research is to complement the theory of metacognitive failure to reveal the barriers to face-to-face mathematics learning. This research used a qualitative approach with a case study design. The subjects of this research have passed the Linear Program course, called S1 and S2. S1 who was at level 3 (strategic use) and S2 who was at level 1 (tacit use) both experience ED at the final stage of problemsolving. This ED causes partial metacognitive blindness. Metacognitive blindness only occurs when interpreting the results of the graph where the subject does not realize that the solution to the linear inequality that he does is infinite. The subject incorrectly identified the area that intersects the system of linear inequalities. Therefore, this phenomenon is referred to as partial metacognitive blindness. Partial metacognitive blindness is a special form of metacognitive blindness caused by the appearance of redflags in the verification stage. ED that occurs in S1 and S2 is caused by a lack of cognitive involvement during online learning. In this study, the use of technology, namely GeoGebra, cannot solve the problem. Therefore, further studies are needed especially regarding what prerequisites must be met by students before they use GeoGebra in learning.
ABSTRACT
During the Covid-19 pandemic, the learning system is shifted to online learning. Although it is held online, the ability of undergraduate students to metacognition plays an important role in learning mathematics. Students who have good metacognitive skills will have better performance in completing the tasks. Unfortunately, not all of them have this skill;moreover, they are often experiencing metacognitive failure when solving a mathematics problem. One of these failures is called metacognitive blindness that students do not realize the difficulty, error and mistakes in making the sketches. This study is intended to explore the characteristics of metacognitive blindness experienced by an undergraduate student who was studying Mathematics online during the pandemic situation. This research is qualitative with the type of case study. The researcher selected one out of fifteen undergraduate students as the subject using the purposive sampling technique. The finding reveals that the subject's words in retelling the problem in his language and steps in operating GeoGebra were not synchronized. Furthermore, the subject said that the cuboids ABCD.EFGH with AB = 2 cm. BC = 1 cm and AE = 1 cm. However, the subject sketched a rectangle with the same length and width of 2 units, then built it into a cuboid with a height of 1 unit;thus, the subject experienced error detection as one of the indicators of metacognitive blindness. Further research is needed to explore other metacognitive failures such as vandalism and mirage in the context of online learning. © 2023 American Institute of Physics Inc.. All rights reserved.
ABSTRACT
Distance learning has been implemented in Higher Education during the covid pandemic. Various obstacles in implementing distance learning can be encountered, one of which is the lack of student attention to the studied material. In this case, students' metacognitive abilities have an essential role in mastering a mathematical concept in online learning. Good metacognitive abilities will support students in understanding math problems in online learning. This qualitative study aims to reveal Metacognitive Myopia in one subject in an online Real Analysis course. Metacognitive Myopia is a phenomenon where a student is entirely accurate in utilizing large amounts of information, but he has difficulty identifying its validity. There are two things were considered in the selection of subjects, namely: (1) The subject experienced metacognitive myopia when solving the Function problem in the Real Analysis course;(2) The subject is open to being able to provide as much information as possible. In this study, Metacognitive Myopia was determined through three types of red flags, that is, Error Detection, Anomalous Result, and Lack of Progress. In this study, the subject's metacognitive myopia comes from the red flag type of error detection that occurs when exploring the problem. Further research is suggested to provide more complex questions to reveal other types of red flags. © 2022 AIP Publishing LLC.