Constructive metacognition activities through students' communication skills in solving PISA based on personality

Abstract

This study aims to describe the constructive metacognition activity through students' communication skills in solving PISA's problems. The subjects in this study were 4 junior high school students. Three types of metacognitive activity functions used in this study are awareness, regulation, and evaluation. Data collection instruments used were adaptations of PISA problems with space and shape content. Data were analyzed through the communication skills of students verbally and in writing, after that they got three descriptions about the constructive metacognition activity patterns of each student. It was found that the constructive metacognition activity pattern of each student was very unique based on their personality. From this study, we suggest further studies to conduct a deeper assessment of the metacognitive components that arise in the communication skills of the subject.