Metacognitive knowledge of mathematics education students in analytical geometry of space

Abstract

This research aims to describe metacognitive knowledge of mathematics education students in open start problem solving. This research was qualitative research. The research subject was mathematics education students of Universitas Muhammadiyah Surakarta in academic year 2018/2019. The selected students consisted of 6 students, i.e. two subjects of intrapersonal intelligence with category high, intermediate, and low. The research instruments were questionnaire, open start problem solving task, and interview guidelines. Data validity used time triangulation. Data analyses were done by collecting data, reducing data, presenting data, and drawing conclusion. Based on findings, subjects with high intrapersonal intelligence have positive dominant character, i.e. able to do planning step appropriately and had high self-confidence that they were able to solve the problem, so their answer is correctly. Subjects with intermediate intrapersonal intelligence had high self-assessment but they unable to carrying out the plan properly, so that it resulted inaccurate. Subjects with low intrapersonal intelligence absolutely sure that their answer was correct, but he can not explain for their problem solving steps because they not yet introspection and had not fix the shortcomings that are owned, so their task result inaccurate.