Metacognitive Blindness in Mathematics Online Learning Surya Sari Faradiba (a*), Alifiani (a), Siti Nurul Hasana (a)
a) Department of mathematics education, Universitas Islam Malang, Mayjen Haryono 193, Malang 65144, Indonesia
*suryasarifaradiba[at]unisma.ac.id
Abstract
When a pandemic occurs, online learning must be implemented in all academic units including universities. In fact, there are many problems experienced by students in the online learning unless they have good metacognitive skills to obtain better performance. This study explores metacognitive blindness that occurs in online learning on the fundamental theorem of calculus (FTC). The urgency of this study is to complement the metacognitive blindness theory, which is limited to expressing obstacles in face-to-face mathematics learning. The research found that the role of the orientation stage cannot be replaced in online learning. Metacognitive blindness that occurs at the orientation stage will be persistent and lead to metacognitive blindness in later stages. Further research is needed to ascertain whether the findings in this study apply to a wider range of subjects and other mathematical materials, apart from the FTC
Keywords: Fundamental Theorem of Calculus (FTC), Online Learning, Metacognitive Blindness
