Metacognition Process of Students with High Mathematics Anxiety in Mathematics Problem-Solving

Abstract

This study aims to find out students’ metacognition process while solving the mathematics problem. It focuses on analyzing the metacognition process of students with high mathematics anxiety based on Polya’s problem solving phases. This study uses qualitative research with case study strategy. The subjects consist of 8 students of 7^th grade selected through purposive sampling. Data in the form of Mathematics Anxiety Scale (MAS) result and recorded interview while solving mathematics problems were analyzed qualitatively using Miles and Huberman steps. Before selecting the subjects, the researcher gave the Mathematics Anxiety Scale (MAS) to obtain students with high anxiety. Then, subjects were interviewed while solving the problem to investigate their metacognition process. The results show that: (1) The metacognition processes of students with high anxiety in understanding the problem involve planning, monitoring, and evaluating to explore and understand information of the given problem. (2) The metacognition processes of students with high anxiety in devising a plan involve planning and monitoring to identify the possible strategy for solving the problem. (3) The metacognition processes of students with high anxiety in carrying out the plan involve planning to use the strategy and procedures to find the solution. (4) In the final steps namely looking back, there is no metacognition process of students with high anxiety identified. Thus, it can be said that the high of mathematics anxiety can cause the lack of students’ metacognition process while solving the mathematics problem. Therefore, it is important for the teachers to consider students mathematics anxiety to design and plan better mathematics learning.

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