Students’ metacognition process in solving contextual problems based on gender

Abstract

Abstract The purpose of this study is to describe the student’s metacognition process in solving contextual problems based on gender. The subjects in this study consisted of one male student and one female student. The research location is in SMPN 23 Surakarta. The results of this study showed that at the planning stages, male student has been able to identify what is known and what is being asked and being able to choose and believing the strategy. In the monitoring stage, male student didn’t monitor the constructions or calculations and didn’t believe the truth. In evaluating stage, male student didn’t recheck the suitability of the results, didn’t recheck to the work steps and the calculation, didn’t believe the truth of the result. In the in planning stage, female student has been able to identify what was known and what was asked, but didn’t believe the strategy chosen. In the monitoring stage, female student didn’t monitor the step of completion and sustainability strategy that has been planned and didn’t believe the truth. At the evaluating stage, female student didn’t check the compatibility of the answers and didn’t recheck every work and didn’t believe in the correctness.