Concept Understanding Analysis Reviewed from Metacognition

Abstract

This study aims to analyze the relationship between metacognition ability and understanding of mathematical concepts of grade VII students. This study used a qualitative descriptive method, with three students selected based on their level of metacognition ability (high, medium, low). Data were collected through written tests, in-depth interviews, and observations. The analysis is carried out based on indicators of understanding mathematical concepts, such as restating concepts, classifying objects, developing concept terms, and selecting and implementing appropriate procedures. The results of the study show that students with high metacognition skills are able to understand concepts in depth, consistently, and effectively in practical application. Students with moderate metacognition skills show quite good understanding but are less consistent. Meanwhile, students with low metacognition skills experience significant difficulties in understanding and applying mathematical concepts. These findings emphasize the importance of metacognition-based learning strategies to improve students' understanding of mathematical concepts.