Cognitive and Metacognitive Instruction in the Process of Solving Mathematics Word Problem: A Literature Study Nilam Manik Malela (a*), Kusnandi (b), Imam Nugraha Albania (b)
a) Departemen Pendidikan Matematika, Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia
*nilamm.malela[at]upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Setia Budhi No. 229, Bandung 40154, Indonesia
Abstract
Mathematics word problems are considered a complex problem because they involve many different aspects of competence that must be mastered to solve it. Word problem solving needs the role of cognition and metacognition of students to achieve a solution. This literature study described the role of the cognitive & metacognitive approach in terms of students^ ability to solve mathematics word problems appropriately. In addition, metacognition itself has an impact on improving the capacity of students to learn independently and sustainably. Independent learning is in accordance with current learning needs which limit face-to-face classes, so that the capacity of students to regulate themselves in learning is very necessary. Thus, cognitive and metacognitive instruction triggered the students^ independence in finishing the problem, especially mathematics word problems
Keywords: cognitive instruction- metacognitive instruction- word problem
