Awareness of regulating one's cognitive processes is important in problem-solving tasks. Through a case study design with a qualitative approach, this research examines the metacognitive regulation strategies used by female high school students in solving mathematics problems. A problem-solving task design with statistics material triggered female students' metacognitive knowledge activities. The study utilized semi-structured interviews with a problem-solving task-based Metacognitive Awareness Inventory protocol to capture students' reflective insights and thought processes as they engaged in statistics problems. The results illustrated that female students used planning, monitoring, and evaluation in each problem-solving stage. Feminine female students predominantly used planning and monitoring knowledge at each stage of understanding the problem, devising a plan, and carrying out the plan. Female students control the cognition results using evaluation at the looking back stage. These findings contribute to a deeper understanding of how metacognitive regulation helps female students' problem-solving process in the context of statistics materials.

Authors:
Kiki Henra, Universitas Negeri Surabaya, Indonesia
I Ketut Budayasa, Universitas Negeri Surabaya, Indonesia
Ismail Ismail, Universitas Negeri Surabaya, Indonesia

About the Presenter(s)
Mr Kiki Henra is a University Doctoral Student at Universitas Negeri Surabaya in Indonesia

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