Vol.11, No.3, August 2022.                                                                                                                                                                              ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

Characterizations of Students' Metacognition in Solving Geometry Problems through Positioning Group Work


Frenza Fairuz Firmansyah, Cholis Sa’dijah, Subanji Subanji, Abd. Qohar


© 2022 Cholis Sa‘dijah, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 11, Issue 3, Pages 1391-1398, ISSN 2217-8309, DOI: 10.18421/TEM113-50, August 2022.


Received: 16 July 2022.

Revised:   17 August 2022.
Accepted: 23 August 2022.
Published: 29 August 2022.




Group discussions can help students have a more effective problem-solving process because students exchange ideas and understand the provided problems. Accuracy in solving problems can be observed from students' knowledge and metacognition. This study used the descriptive qualitative approach to describe the characterization of students' metacognition during their interactions in positioning expert students, facilitators, and beginners. Problemsolving in group discussions is very helpful in bringing up students' metacognitive activities because they do not use only self-metacognitive but also social metacognitive.


Keywords – metacognition, problem-solving, student positioning, geometry.



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