An Exploration of Metacognitive Failure: A Case of Vandalism Metacognitive Failure in Problem Solving
DOI:
https://doi.org/10.56266/widyaborneo.v8i2.367Keywords:
metacognitive, problem-solving, vandalismAbstract
The objective of this research is to investigate the metacognitive vandalism that arises when learners solve problems related to squares by imposing inappropriate conceptual structures that enable them to apply their existing knowledge. The problem-solving process encountered by learners is the focus of this exploratory qualitative research, which is structured as a case study. Purposive sampling was implemented to determine the participants in this investigation. This investigation focused on three of the twenty-three seventh-grade students in Tanah Bumbu Regency. This study employs a qualitative exploratory analysis based on learner interviews and test results. The findings revealed that the initial learner encountered two distinct forms of vandalism: pseudo-metacognitive vandalism and full metacognitive vandalism. The results showed that S1 experienced pseudo-metacognitive vandalism as a result of his application of metacognitive activities, which he did because he understood the purpose and recognized the existence of red flags. Conversely, S2 and S3 experienced full metacognition as a result of their routine execution of various metacognitive activities, which they did not comprehend the rationale behind. S1 experienced pseudo-metacognitive vandalism, while S2 and S3 experienced full metacognitive vandalism. Students’ learning strategies have a significant impact on the metacognitive failures they experience.
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