Students' mathematical literacy in terms of metacognitive awareness

Abstract

Research on mathematical literacy has been done, but mathematical literacy in metacognitive awareness has not been done much. This study aimed to analyze mathematical literacy in terms of students' metacognitive awareness. This research is qualitative. The instruments used are literacy tests and Metacognitive Awareness Inventory questionnaires. The research subjects consisted of 3 students with high metacognitive awareness and three students with moderate metacognitive awareness. Data evaluation employed a dynamic framework: gathering information, minimizing data, displaying data, and making conclusions. Students with high metacognitive awareness could complete all literacy indicators, namely, evaluating mathematical results in the context of the given problem, paying attention to important information again, and checking the calculations made. The pattern of metacognitive awareness of students with high metacognitive awareness is monitoring their declarative knowledge to identify problems and evaluate solutions. Meanwhile, students with moderate metacognitive awareness solve problems up to the level of using math to make a problem-solving plan. The pattern of metacognitive awareness of students with moderate metacognitive awareness is that they do not monitor the problem-solving steps. Continuous development is needed to determine the level of development of mathematical literacy by paying attention to students' metacognitive awareness. Through this research, further research on metacognitive awareness will be developed.