An Analysis of Students' Metacognition Ability Through Jumping Task Strategy to Solve Geometry Problem

Abstract

This research aimed at analyzing students’ metacognition ability through Jumping Task strategy to solve geometry problem. Jumping Task is task-based instruction in which the task is challenging or beyond the standard of the curriculum. This research used descriptive qualitative research method. The samples were, according to the result of the test, 3 students from 32 students, who are high, average, and low achievers. The data was collected by using interview, test, observation and documentation. The result of this research revealed that S1 ability (high achiever) had the most complete metacognition ability rather than those who are average and low achievers. The student with high ability fulfilled all of the aspects as well as predicting, planning, monitoring and evaluating aspects. S2 ability (average achiever) had more complete metacognition ability rather than the low achiever. Average achiever fulfilled only prediction and planning aspects. Whereas, S3 ability (low achiever) fulfilled only prediction aspect, therefore, he had a lack of achieving his metacognitive steps.