METAKOGNISI SISWA SMA DALAM MENYELESAIKAN SOAL TIPE AKM KONTEN ALJABAR DITINJAU DARI KELOMPOK GAYA KOGNITIF

Cut Nadia Rachmi, - and Al Jupri, - and Endang Cahya Mulyaning Asih, - (2025) METAKOGNISI SISWA SMA DALAM MENYELESAIKAN SOAL TIPE AKM KONTEN ALJABAR DITINJAU DARI KELOMPOK GAYA KOGNITIF. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk mendeskripsikan metakognisi siswa SMA dalam menyelesaikan soal tipe Asesmen Kompetensi Minimum (AKM) konten aljabar ditinjau dari gaya kognitif. Fokus penelitian mengarah pada kemampuan siswa dalam melalui tiga tahapan metakognisi, yaitu mengembangkan rencana tindakan, memonitor tindakan, dan mengevaluasi tindakan. Penelitian ini adalah penelitian kualitatif dengan desain penelitian case study, dengan subjek 28 siswa kelas XI SMA yang akan dikelompokkan ke dalam empat kelompok gaya kognitif, yaitu fast-accurate, reflektif, impulsif, dan slow-inaccurate. Pengumpulan data dilakukan melalui tes Matching Familiar Figures Test (MFFT), tes AKM konten aljabar, dan wawancara. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber untuk menjaga keabsahan temuan. Hasil penelitian menunjukkan bahwa setiap kelompok gaya kognitif memiliki karakteristik metakognisi yang berbeda pada setiap tahapan. Siswa reflektif mampu mencapai seluruh tahapan metakognisi dengan baik, ditandai oleh kesadaran berpikir yang tinggi, perencanaan yang matang, serta evaluasi diri yang mendalam terhadap strategi penyelesaian. Siswa fast-accurate juga mampu mencapai seluruh tahapan metakognisi dengan baik, meskipun lebih menekankan efisiensi dan kecepatan dibanding eksplorasi strategi alternatif. Sebaliknya, siswa impulsif hanya mampu mencapai tahap mengembangkan rencana tindakan secara terbatas, dengan proses monitoring dan evaluasi yang masih bersifat spontan dan bergantung pada bantuan eksternal. Adapun siswa slow-inaccurate tidak mampu mencapai setiap tahapan metakognisi secara optimal karena kesulitan memahami informasi, lambat dalam menyusun strategi, serta kurang reflektif dalam menilai proses dan hasil penyelesaian. Secara keseluruhan, hasil penelitian ini menunjukkan bahwa gaya kognitif berpengaruh terhadap kemampuan metakognisi siswa dalam menyelesaikan soal AKM konten aljabar. Oleh karena itu, guru diharapkan dapat mengembangkan strategi pembelajaran yang menyesuaikan dengan gaya kognitif siswa dan menekankan pada pelatihan berpikir reflektif agar kemampuan metakognisi siswa dapat berkembang secara optimal. This study aims to describe high school students' metacognition in solving Minimum Competency Assessment (AKM) questions on algebra content in terms of cognitive style. The focus of the study is on students' ability to go through three stages of metacognition, namely developing an action plan, monitoring actions, and evaluating actions. This is a qualitative study with a case study design, with 28 high school 11th grade students as subjects who will be grouped into four cognitive style groups, namely fast-accurate, reflective, impulsive, and slow-inaccurate. Data collection was carried out through the Matching Familiar Figures Test (MFFT), the AKM algebra content test, and interviews. Data analysis was conducted through data reduction, data presentation, and conclusion drawing with source triangulation to maintain the validity of the findings. The results showed that each cognitive style group had different metacognitive characteristics at each stage. Reflective students were able to achieve all stages of metacognition well, characterized by high awareness of thinking, careful planning, and in-depth self-evaluation of solution strategies. Fast-accurate students were also able to achieve all stages of metacognition well, although they emphasized efficiency and speed over exploring alternative strategies. In contrast, impulsive students are only able to reach the stage of developing action plans to a limited extent, with monitoring and evaluation processes that are still spontaneous and dependent on external assistance. Slow-inaccurate students are not yet able to reach each stage of metacognition optimally due to difficulties in understanding information, slowness in developing strategies, and a lack of reflection in assessing the process and results of problem solving. Overall, the results of this study indicate that cognitive style influences students' metacognitive abilities in solving AKM algebra content questions. Therefore, teachers are expected to develop learning strategies that are tailored to students' cognitive styles and emphasize reflective thinking training so that students' metacognitive abilities can develop optimally.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?user=e7-pfxIAAAAJ&hl=id ID SINTA Dosen Pembimbing: Al Jupri: 5974523 Endang Cahya Mulyaning Asih: 6121877
Uncontrolled Keywords:	Metakognisi, gaya kognitif, AKM, aljabar, pemecahan masalah. Metacognition, cognitive style, AKM, algebra, problem solving.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Matematika - S2
Depositing User:	Cut Nadia Rachmi
Date Deposited:	05 Jan 2026 02:04
Last Modified:	05 Jan 2026 02:04
URI:	http://repository.upi.edu/id/eprint/146231

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