Students’ Metacognitional Ability in Solving Higher Order Thinking Skills Mathematics Problems Based On Gender at Madrasah Ibtidaiyah
DOI:
https://doi.org/10.30736/atl.v10i2.2503Keywords:
Gender, higher-order thinking skill, mathematics, metacognitive abilityAbstract
This study aims to describe and compare the metacognitive abilities of male and female students in solving Higher Order Thinking Skills (HOTS) mathematics problems in fifth grade at MIN Tulungagung. This study is grounded in the importance of mastering 21st-century skills, including higher-order thinking skills, which involve awareness, regulation, and evaluation of the thinking process. This study employs a qualitative case study approach. The study includes 75 students selected through purposive sampling: 39 males and 36 females. Data collection techniques include essay-based HOTS tests, observation, in-depth interviews, and documentation. The instruments are based on Magiera and Zawojewski's metacognitive indicators. The results indicate that female students have more systematic and reflective metacognitive abilities than male students. Females excel in planning, monitoring, and evaluating strategies, while males tend to solve problems quickly without re-verification. The most notable difference was observed in the indicators of strategy correction and reexamination. Theoretically, this study contributes to understanding gender differences in metacognitive skills in HOTS problem solving, particularly in awareness, regulation, and evaluation. Practically, the findings suggest the need for differentiated metacognitive instruction that strengthens planning, reflection, alternative-strategy exploration, and strategy transfer for both male and female students.
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