A Metacognitive Approach to Solving Algebra Problems

The objective of this study is to analyse students’ metacognitive approach to the solution of algebra problems. The subject was the students at the State Junior High School 10 Malang, Indonesia, consisting of 43 and 6 students for quantitative and qualitative studies through paired interviews, respectively. The subjects for interviews were chosen on the basis of their learning achievement of which three pairs of students with high, medium and low achievements each. The results of the quantitative study showed that the cognitive approach to the solution of algebra problems, consisting of four aspects: awareness, cognitive strategies, planning and reviewing were in average 2.91; 2.98; 2.83 and 2.85 respectively, and the average as a whole was 2.89. Moreover, these results were supported by those from the interviewes, namely that planning and review aspects were given less attention and that the highest attention was on the cognitive strategy aspect in the solution of algebra problems. This study contributes in the literature by identifying studying stages of metacognitive treatment as a principle adopted in research and and being complemented with interviews to complete the results of the sudy on the stages in students’ metacognitivr study in solving algebra problems.