Students metacognition in solving mathematical problems based on gender differences

Abstract Metacognition has an important role in solving mathematical problems. Metacognition in this study consisted of two components, namely metacognitive knowledge (declarative knowledge, procedural knowledge, conditional knowledge) and metacognitive regulation (planning, monitoring, and evaluation). Through the use of metacognition, students can find out what strategies are used and the difficulties that occur when learning and solving mathematical problems. The purpose of this study was to understand whether or not there were differences in metacognition of male and female students in solving mathematical problems. This study was quantitative research. The study was conducted in 87 students consisting of 55 male students and 32 female students from three junior high schools in Surakarta. The instruments used in this study were questionnaires and essay test. The data analysis technique used is the multivariate F-test. The result of this study is that there are differences in metacognition of male and female students in solving mathematical problems. The difference lies in the components of the metacognitive regulation, namely planning, monitoring, and evaluation.