The Emergence of Metacognitive Activities Through the Scaffolding Interaction
Nophem Kusumaningtyas Sumitro1, Cholis Sa’dijah2, Swasono Raharjo3, Rustanto Rahardi4
1Nophem Kusumaningtyas Sumitro, Department of Mathematrics Education, Universitas Negeri Malang, East Java, Indonesia.
2Cholis Sa’dijah, Department of Mathematrics Education, Universitas Negeri Malang, East Java, Indonesia.
3Swasono Raharjo, Department of Mathematrics Education, Universitas Negeri Malang, East Java, Indonesia.
4Rustanto Rahardi, Department of Mathematrics Education, Universitas Negeri Malang, East Java, Indonesia.
Manuscript received on 16 June 2019 | Revised Manuscript received on 11 July 2019 | Manuscript Published on 17 July 2019 | PP: 665-671 | Volume-8 Issue-1C2 May 2019 | Retrieval Number: A11110581C219/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: This research aims to describe the scaffolding interaction which can promote metacognitive activities in the mathematical problem-solving process. The type of this research is qualitative descriptive research. The subject in this research was a junior high school student. The subject was chosen because there were no metacognitive activities on the problem-solving process given by the researchers prior to this research. The research was conducted for six consecutive days. In this research, the subject worked on four mathematical problems using the thinking aloud method. The researchers gave scaffolding interactions on the second to the fourth day, but not on the first, the fifth, and the sixth day. The results showed that on the first day, the subject could not solve the problem and the subject’s metacognitive activities did not appear. On the second to the fourth day, the researchers provided scaffolding interactions in accordance with the problems faced by the subject. The researchers provided scaffolding interactions of explaining, reviewing, and restructuring based on the subject’s problems. On the fifth to the sixth day, the subject was not only able to solve mathematical problems, but also showed metacognitive activities of awareness, evaluation, and regulation.
Keywords: Metacognition, Problem-Solving, Scaffolding.
Scope of the Article: Human Computer Interactions