SCAFFOLDING APPROPRIATION FOR STUDENTS^ METACOGNITIVE FAILURE IN MATHEMATICAL PROBLEMS SOLVING Nizlel Huda , Jefri Marzal
Jambi University
Abstract
This article aims to determine the appropriate scaffolding for students^ metacognitive failure in solving math problems. Metacognitive failures that occur in students^ metacognitive activities are metacognitive blindness, metacognitive vandalism, and metacognitive mirage. There are 3 levels of scaffolding that can be given to students^ metacognitive failures in solving mathematical problems: (1) Environmental Provisions, (2) Explaining, Reviewing and Restructuring and (3) Developing Conceptual Thinking. This research is qualitative research with case study approach. The students who were taken as prospective research subjects were grouped into two groups. The first group is students who solve problems with Horner^s Rules while the second group is students make the imagery approaches. The findings indicate that students who solve problems using Horner^s Rules experience metacognitive blindness and metacognitive mirage. This metacognitive failure occurs in metacognitive regulation activities by providing scaffolding level 2 (explaining, reviewing, and restructuring). Meanwhile, the group that makes imagery approaches experienced metacognitive vandalism. This metacognitive failure occurs in the activities of metacognitive regulation and metacognitive blindness by providing scaffolding level 3 as developing conceptual thinking.
Keywords: metacognitive failure, mathematical problem solving, scaffolding
