Analysis of Students' Mathematical Comprehension and Problem-Solving Abilities Based on the Level of Metacognitive Awareness
Abstract
This study aims to describe students' mathematical comprehension ability and mathematical problem-solving ability based on their level of metacognitive awareness in Social Arithmetic material. This study employed a qualitative descriptive approach involving 26 eighth-grade students of SMPN 1 Ciwaringin, Cirebon, selected purposively. Data were collected through a metacognitive awareness questionnaire, a mathematical comprehension test, and a mathematical problem-solving test. Data analysis was conducted by classifying students into high, medium, and low categories based on the mean and standard deviation. A one-way ANOVA was then conducted for each mathematical ability, after the data met the assumptions of normality and homogeneity of variance, to test whether the differences across metacognitive awareness categories were statistically significant. The results showed that students with a high level of metacognitive awareness demonstrated better mathematical comprehension and problem-solving abilities than students in the medium and low categories. The high group achieved high-category performance in both abilities, the medium group was in the medium category, and the low group was in the low category. The ANOVA results showed a statistically significant difference in mathematical comprehension ability across metacognitive awareness categories (p = 0.000), while the difference in mathematical problem-solving ability was not statistically significant (p = 0.266). Therefore, metacognitive awareness plays an important role in supporting students' mathematical comprehension ability, while its role in problem-solving ability requires further investigation.
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