Abstract:
This study aims to describe the shift in the perfective metacognitive activities of
students in solving mathematical problems. The subjects in this study were students who
experienced a shift in the perfective metacognitive activities of students in solving
mathematical problems. This research is a qualitative research with a descriptive exploratory
approach. The instrument used was a mathematical problem solving task type MEA (Model
Eliciting Activities), interview guidelines, and questionnaires. Data collection procedures in
this study consisted of five stages. In the first stage, the researcher asks each student to solve
the problem given while thinking alouds. The second stage, students are asked to solve the
same problem as a group while discussing with two other students, then researchers observe
and listen to the results of think alouds as well as the results of conversations during group
discussions from a computer screen. The third step is giving the questionnaire. The fourth stage
is task-based interviews to explore information that needs to be confirmed from the results of
think alouds and questionnaires. Next to the fifth stage, researchers analyzed data from student
work outcomes, think alouds, questionnaires, recorded conversations of students during
discussions, and interviews. Based on the results of the study, there were students who
experienced a shift in perfective metacognitive activity in solving mathematical problems.
