Digital Puzzle Worksheet for Identifying Metacognition Level of Students: A Study of Gender Differences
Ramlah
,
Agung Prasetyo Abadi
,
Dewi Siti Aisyah
,
Karunia Eka Lestari
,
Mokhammad Ridwan Yudhanegara
Digital puzzle worksheet (DPW) is innovative teaching material designed using open-source software such as Canva and Liveworksheets. Subsequently, puz.
Digital puzzle worksheet (DPW) is innovative teaching material designed using open-source software such as Canva and Liveworksheets. Subsequently, puzzle games in the form of questions can improve problem-solving skills by engaging in metacognitive processes. This research used a case study method to describe the impact of applying the DPW to identify the metacognition levels of students through the assignment of contextual maths problems. The source of informants was third-grade elementary school students in West Java, Indonesia. Test instruments, observation sheets, and interviews were used, while data analysis adopted an iterative model. Furthermore, the method and time triangulation increased confidence in the resulting conclusions. The results showed that male students were at the metacognitive level of ‘strategic use’ and ‘aware use’ for females, based on the characteristics of the observed metacognitive level. The most prominent feature was identifying and determining problem-solving strategies with metacognitive awareness. The reaction of students to the DPW improved problem-solving abilities, expanded conceptual understanding, and enhanced digital technology competence. Therefore, this experience was applied when solving contextual mathematical problem assignments.
Keywords: Contextual math problem, digital puzzle worksheet, metacognition level, primary school.
References
Aba, M. M., Anshar, S. P., & Ralmugiz, U. (2022). Students’ numerical literacy in solving islamic-based problems: Studies on jenis kelamin perspectives. In B. K. Prahani, N. Fitriyati, Y. Mahatma, Sueb, M. F. Ubaidillah, & K. Wahyu (Ed.), Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021) (pp. 25-30). Atlantis Press. https://doi.org/10.2991/assehr.k.220104.005
Abdullah, A. H., Rahman, S. N. S. A., & Hamzah, M. H. (2017). Metacognitive skills of Malaysian students in non-routine mathematical problem solving. Bolema - Mathematics Education Bulletin, 31(57), 310–322. https://doi.org/10.1590/1980-4415v31n57a15
Ahdhianto, E., Marsigit, Haryanto, & Santi, N. N. (2020). The effect of metacognitive-based contextual learning model on fifth-grade students’ problem-solving and mathematical communication skills. European Journal of Educational Research, 9(2), 753-764. https://doi.org/10.12973/eu-jer.9.2.753
Amelia, D., Anshory, I., & Yunus Saputra, S. (2020). Pengembangan LKPD berorientasi metakognisi di SD Muhammadiyah 5 Bumiaji [Development of metacognition oriented student worksheets in Muhammadiyah 5 Bumiaji elementary school]. Jurnal Inovasi Pembelajaran, 6(1), 113 – 123. https://doi.org/10.22219/jinop.v6i1.7168
Amin, I., & Mariani, S. (2017). PME learning model: The conceptual theoretical study of metacognition learning in mathematics problem solving based on constructivism. International Electronic Journal of Mathematics Education, 12(3), 333-352. https://doi.org/10.29333/iejme/616
Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Education and Information Technologies, 26(6), 6881–6899. https://doi.org/10.1007/s10639-021-10518-y
Aurah, C. M., Koloi-Keaikitse, S., Isaacs, C., & Finch, H. (2011). The role of metacognition in everyday problem solving among primary students in Kenya. Problems of Education in the 21st Century, 30, Article 9. https://bit.ly/Aurah2011
Battocchi, A., Ben‐Sasson, A., Esposito, G., Gal, E., Pianesi, F., Tomasini, D., Venuti, P., Weiss, P., & Zancanaro, M. (2010). Collaborative puzzle game: A tabletop interface for fostering collaborative skills in children with autism spectrum disorders. Journal of Assistive Technologies, 4(1), 3–13. https://doi.org/10.5042/jat.2010.0040
Belbase, S. (2020). Early undergraduate emirati female students’ beliefs about learning mathematics using technology. European Journal of Educational Research, 9(3), 1235–1255. https://doi.org/10.12973/eu-jer.9.3.1235
Darmawan, M. A., & Yuwaningsih, D. A. (2021). Pengembangan E-LKPD matematika berbasis problem solving pokok bahasan pola bilangan [Development of E-LKPD mathematics based on problem solving the subject of number patterns]. Jurnal Pendidikan Matematika Universitas Lampung, 9(4), 343–359. http://dx.doi.org/10.23960/mtk/v9i4.pp343-359
Fisher, R. (1998). Thinking about thinking: Developing metacognition in children. Early Child Development and Care, 141(1), 1–15. https://doi.org/10.1080/0300443981410101
Flavell, J. H. (1979). Metacognition and cognitive monitoring a new area of cognitive—developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Huang, O. W., Cheng, H. N., & Chan, T. W. (2007). Number jigsaw puzzle: A mathematical puzzle game for facilitating players’ problem-solving strategies. In P. Zanchetta (Ed.), First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL’07) (pp. 130–134). IEEE. https://doi.org/10.1109/DIGITEL.2007.37
Izzati, L. R., & Mahmudi, A. (2018). The influence of metacognition in mathematical problem solving. Journal of Physics: Conference Series, 1097, Article 012107. https://doi.org/10.1088/1742-6596/1097/1/012107
Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7(2), 133–149. https://doi.org/10.1007/s11409-012-9088-x
Jaleel, S. (2016). A study on the metacognitive awareness of secondary school students. Universal Journal of Educational Research, 4(1), 165–172. https://doi.org/10.13189/ujer.2016.040121
Kenedi, A. K., Helsa, Y., Ariani, Y., Zainil, M., & Hendri, S. (2019). Mathematical connection of elementary school students to solve mathematical problems. Journal on Mathematics Education, 10(1), 69–79. https://doi.org/10.22342/jme.10.1.5416.69-80
Kepmentdikbud [Decree of the Minister of Education and Culture]. (2020). Salinan lampiran keputusan menteri pendidikan kebudayaan ri nomor 1177/m/2020 tentang program sekolah penggerak [Copy of the attachment to the decree of the minister of education and culture of the republic of Indonesia number 1177/m/2020 concerning the mobilization school program]. https://bit.ly/3JjvvCx
Lestari, K. E., Utami, M. R., & Yudhanegara, M. R. (2022). Exploratory analysis on adaptive reasoning of undergraduate student in statistical inference. International Journal of Instruction, 15(4), 535-554. https://doi.org/10.29333/iji.2022.15429a
Lestari, K. E., Utami, M. R., & Yudhanegara, M. R. (2023). Sequential exploratory design by performing correspondence analysis to investigate procedural fluency of undergraduate student. AIP Conference Proceedings, 2588, Article 050004. https://doi.org/10.1063/5.0111974
Lieban, D., Barreto, M. M., Reichenberger, S., Lavicza, Z., & Schneider, R. M. (2018). Developing mathematical and technological competencies of students through remodeling games and puzzles. In E. Torrence, B. Torrence, C. Sěquin, & K. Fenyvsi (Eds.), Proceedings of Bridges 2018: Mathematics, Art, Music, Architecture, Education, Culture (pp. 379-382). Tessellations Publishing. https://bit.ly/Lieban2018
Lieban, D., & Lavicza, Z. (2019, July). Dissecting a cube as a teaching strategy for enhancing students' spatial reasoning: Combining physical and digital resources. In S. Goldstine, D. McKenna, & K. Fenyvesi (Eds.), Proceedings of Bridges 2019: Mathematics, Art, Music, Architecture, Education, Culture (pp. 319-326). Tessellations Publishing. https://bit.ly/Lieban2019
Liljedahl, P., Santos-Trigo, M., Malaspina, U., & Bruder, R. (2016). Problem solving in mathematics education. Springer. https://doi.org/10.1007/978-3-319-40730-2
Lin, C. H., & Chen, C. M. (2016). Developing spatial visualization and mental rotation with a digital puzzle game at primary school level. Computers in Human Behavior, 57, 23–30. https://doi.org/10.1016/j.chb.2015.12.026
Lubis, A. B., Miaz, Y., & Putri, I. E. (2019). Influence of the guided discovery learning model on primary school students’ mathematical problem-solving skills. Mimbar Sekolah Dasar, 6(2), 253–266. https://doi.org/10.17509/mimbar-sd.v6i2.17984
Miles, B. M., & Huberman, M. (1994). Qualitative data analysis. SAGE Publications Inc.
Misu, L., & Masi, L. (2017). Comparison of metacognition awareness of male and female students based on mathematics ability in department of mathematics education of halu oleo university. International Journal of Education and Research, 5(6), 43–50. https://doi.org/10.33122/ijtmer.v2i3.118
Mulyasari, D., Gunarhadi, W., & Roemintoyo, E. (2022). LKPD based on problem based learning (PBL) approach to measure mathematics literacy ability of elementary students. International Journal of Elementary Education, 6(3), 393-402 https://bit.ly/Mulyasari2022
Özcan, Z. Ç. (2016). The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition. International Journal of Mathematical Education in Science and Technology, 47(3), 408–420. https://doi.org/10.1080/0020739X.2015.1080313
Özcan, Z. Ç., & Eren Gümüş, A. (2019). A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety. Australian Journal of Education, 63(1), 116–134. https://doi.org/10.1177/0004944119840073
Özkubat, U., & Özmen, E. R. (2021). Investigation of effects of cognitive strategies and metacognitive functions on mathematical problem-solving performance of students with or without learning disabilities. International Electronic Journal of Elementary Education, 13(4), 443–456. https://doi.org/10.26822/iejee.2021.203
Ozsoy, G., & Ataman, A. (2009). The effect of metacognitive strategy training on mathematical problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67–82. https://bit.ly/OzsoydanAtaman2009
Panaoura, A., Gagatsis, A., & Demetriou, A. (2009). An intervention to the metacognitive performance: Self-regulation in mathematics and mathematical modeling. Acta Didactica Universitatis Comenianae, 9(9), 63–79. https://bit.ly/Panaoura2009
Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary school students’ difficulties in mathematical problem solving. Procedia - Social and Behavioral Sciences, 116, 3169–3174. https://doi.org/10.1016/j.sbspro.2014.01.728
Polya, G. (2004). How to solve it: A new aspect of mathematical method (Vol. 85). Princeton University Press. https://bit.ly/PolyaBook2004
Posamentier, A. S., & Krulik, S. (Eds.). (2009). Problem solving in mathematics, grades 3-6: Powerful strategies to deepen understanding. Corwin. https://bit.ly/ProblemsolvingPosamentier
Pulungan, M., Dewi Maharani, S., Ratna, E., Waty, K., Leva, M., Safitri, O., Suganda, V. A., & Husni, T. (2022). Development of e-student worksheets in the form of picture stories using live worksheets in primary schools. Jurnal Iqra’: Kajian Ilmu Pendidikan, 7(2), 157–167. https://doi.org/10.25217/ji.v7i2.1759
Puspita, V., & Dewi, I. P. (2021). Efektifitas E-LKPD berbasis pendekatan investigasi terhadap kemampuan berfikir kritis siswa sekolah dasar [Effectiveness of E-LKPD based on investigative approach on critical thinking ability of elementary school students]. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(1), 86–96. https://doi.org/10.31004/cendekia.v5i1.456
Ramlah. (2021a, September 17). Lkpd1 - mengidentifikasi, mengenal dan mengkonversi satuan panjang (cm - m) [lkpd1 - identify, recognize and convert length units (cm - m). Liveworksheets. https://www.liveworksheets.com/qo2512606qd
Ramlah. (2021b, September 19). Lkpd3 – satuan berat [lkpd3-weight units]. Liveworksheets. https://www.liveworksheets.com/dk2521896ke
Ramlah, R., Riana, N., & Abadi, A. P. (2022). Fun math learning for elementary school students through interactive puzzle media. Supremum Journal of Mathematics Education, 6(1), 25–34. https://doi.org/10.35706/sjme.v6i1.5775
Ratnayake, I., Thomas, M., & Kensington-Miller, B. (2020). Professional development for digital technology task design by secondary mathematics teachers. ZDM - Mathematics Education, 52, 1423–1437. https://doi.org/10.1007/s11858-020-01180-8
Rellensmann, J., Schukajlow, S., Blomberg, J., & Leopold, C. (2022). Effects of drawing instructions and strategic knowledge on mathematical modeling performance: Mediated by the use of the drawing strategy. Applied Cognitive Psychology, 36(2), 402–417. https://doi.org/10.1002/acp.3930
Roberts, T., Maiorca, C., Jackson, C., & Mohr-Schroeder, M. (2022). Integrated stem as problem-solving practices. Investigations in Mathematics Learning, 14(1), 1–13. https://doi.org/10.1080/19477503.2021.2024721
Rosikhoh, D., Abdussakir, A., & Mukmin, M. I. (2022). Investigation of metacognition level of secondary school students in solving islamic-based numerical literacy. In B. K. Prahani, N. Fitriyani, Y. Mahatma, Sueb, M. F. Ubaidillah, & K. Wahyu (Eds.), Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021) (pp. 18–24). Atlantis Press. https://doi.org/10.2991/assehr.k.220104.004
Santoso, F. E., Napitupulu, E. E., & Amry, Z. (2019). Metacognitive level analysis of high school students in mathematical problem-solving skill. American Journal of Educational Research, 7(12), 919–924. https://doi.org/10.12691/education-7-12-4
Saroinsong, W. P., Imara, F. U., Simatupang, N. D., & Maulidiyah, E. C. (2021). The effectiveness of m-puzzle toward preschooler spatial skill. Jurnal Ilmiah Pendidikan Prasekolah Dan Sekolah Awal, 6(2), 109–131. https://doi.org/10.24269/jin.v6i2.3960
Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. ZDM -Mathematics Education, 42, 149–161. https://doi.org/10.1007/s11858-010-0240-2
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033
Sharma, A. (2022). Digital technologies for developing worksheets. Learning Curve, (12), 28-33. https://bit.ly/AnushaSharma
Solso, R. L., MacLin, M. K., & MacLin, O. H. (2005). Cognitive psychology. Pearson Education. https://bit.ly/Solso2005
Surya, E., Putri, F. A., & Mukhtar. (2017). Improving mathematical problem-solving ability and self-confidence of high school students through contextual learning model. Journal on Mathematics Education, 8(1), 85-94. https://doi.org/10.22342/jme.8.1.3324.85-94
Swartz, R., & Chang, A. (1998). Instructional strategies for thinking classroom. National Institute of Education. https://bit.ly/Swartz1998
Swartz, R. J., & Perkins, D. N. (1989). Teaching thinking: Issues and approaches (Revised ed.). The practitioners’ guide to teaching thinking series. Midwest Publications.
Sword, L., & Director, G. (2005). The power of visual thinking. Gifted and Creative Services Australia. https://bit.ly/Sword2005
Valero, P. (2001). Social justice and mathematics education gender, class, ethnicity and the politics of schooling. ZDM – Mathematics Education, 33(6), 187–191. https://bit.ly/Valero2001
Whitebread, D., Bingham, S., Grau, V., Pino Pasternak, D., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning. Journal of Cognitive Education and Psychology, 6(3), 433–455. https://doi.org/10.1891/194589507787382043
Wilson, J., & Clarke, D. (2004). Towards the modelling of mathematical metacognition. Mathematics Education Research Journal, 16(2), 25-48. https://doi.org/10.1007/BF03217394
Yudhanegara, M. R., & Lestari, K. E. (2019). Clustering for multi-dimensional data set: A case study on educational data. Journal of Physics: Conference Series, 1280, Article 042025. https://doi.org/10.1088/1742-6596/1280/4/042025
Yusuf, I., & Widyaningsih, S. W. (2020). Implementing e-learning-based virtual laboratory media to students’ metacognitive skills. International Journal of Emerging Technologies in Learning, 15(5), 63–74. https://doi.org/10.3991/ijet.v15i05.1202