| Autor: |
Firmansyah, Frenza Fairuz, Sa'dijah, Cholis, Subanji, Qohar, Abd. |
| Předmět: |
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| Zdroj: |
AIP Conference Proceedings; 2024, Vol. 3049 Issue 1, p1-7, 7p |
| Abstrakt: |
The Metacognition level of students in solving math problems includes tacit, aware, strategic, and reflective use. This descriptive research with a qualitative approach focuses on two subjects, namely visualization and analysis students at the van Hiele's geometry level. In carrying out their metacognition and visualization, students use strategic use by realizing and determining the most appropriate strategies in dealing with a given problem. Student thinking is strategic. He can also ensure that his chosen strategy is appropriate and follows the given problem. Visualization students are unique if it is associated with van Hiele's theory that students with levels below cannot solve problems at levels above. However, for visualization students, this does not apply. It is proven that students can meet the indicators at the analysis level. Visualization students who use metacognition strategic use can go beyond the analysis level at the van Hiele level. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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