Abstract:
Mathematical disorders are learning disabilities that greatly affect a person's
mathematical abilities so that they need to be recognized as early as possible. This aims to
minimize the negative impacts caused by mathematics disorder. This study is a descriptive
qualitative research. The participants of this study were two university students of the department
of mathematics education, Universitas Islam Malang. This paper describes Metacognitive
therapy (MCT) for students who have mathematics disorder. MCT therapy is done by asking
metacognitive questions which consist of comprehension, connection, strategic, and reflection
questions. The purpose of MCT is to find out what students believe about their own thoughts
and how their thoughts work about mathematics, then show students how this belief leads to an
unsupported response to thoughts that inadvertently prolong or worsen symptoms, and ultimately
give way alternative response to the mind to allow for symptom reduction. Need to be further
investigated whether the results of metacognitive therapy are only temporary or not.
