Defragmentation of metacognition in solving ethnomathematics-oriented problems

Abstract

Metacognition defragmentation is correcting the structure of human metacognition thinking patterns that are wrong in problem-solving. Ethnomathematics problems can be a bridge to improving students' metacognitive awareness. This study aims to describe the error of students' metacognitive structure in solving ethnomathematics problems and their defragmentation efforts. This study used a qualitative descriptive method with 32 grade VII students of SMP Negeri 3 Colomadu. Data collection techniques with tests, observations, and interviews. The research data analysis process is carried out with data reduction techniques, data presentation, and conclusion. The results showed that there was a metacognition error in solving ethnomathematics problems. Students make mistakes in representing sentences into flat sketches (understanding problems), strategizing problem-solving (planning), doing mathematical computing (monitoring), and concluding (verification). After receiving interventions in the form of disequibrasion and scaffolding, students can understand the given problem and solve mathematical problems appropriately.