Constructive Metacognitive Activity Shift in Mathematical Problem Solving.

This study aims to describe the constructive metacognitive activity shift OF eleventh graders in solving a mathematical problem. Subjects in this study were 10 students IN grade 11 of SMAN 1 Malang. They were divided into 4 groups. Three types of metacognitive activity undertaken by students when completing mathematical problem are awareness, regulation, and evaluation. This was a descriptive qualitative research with exploratory approach. Data collection instruments used were mathematical problem solving task of Model Eliciting Activities (MEA) and interview. In the first stage, students completed MEA mathematical problems individually while doing think aloud. In the second stage, students worked in small groups consisting of three students to solve the same problem and then the researchers recorded the results of the discussion by using a handycam. In the third stage, the researchers conducted task-based interviews to determine the metacognitive activity performed by students when solving problems either completed them individually or in group. Based on the analysis results of students’ work, think aloud, students’ conversations record group during discussion and interviews, the data show that three students spread into 4 groups of constructive metacognitive activity shift. Key words: Metacognitive activity, socially metacognition, constructive metacognitive activity shift, problem solving.