Study of the Metacognition Process using the Rubric of Physic Metacognition Inventory (PMI) and Minnesota Assessment of Problem Solving (MAPS) on Physics Students in Problem Solving

Abstract

This study aims to describe the knowledge and skills of metacognition using the rubric of the Physic Metacognition Inventory (PMI) and the Minnesota Assessment of Problem Solving (MAPS) in physics students in Problem Solving. The research subjects were students of the Physics Education Study Program FKIP Tadulako University for the 2016, 2017 and 2018 batches. The technique of taking respondents was based on high, medium, and low categories. Data were obtained from the respondent selection test instrument, Problem Solving test, PMI rubric, MAPS rubric and interview results. The results of the research process metacognition in problem solving using the rubric PMI and MAPS can describe a person's metacognition. The metacognition process of the 9 respondents varied according to high, medium and low categories. Based on the results of the assessment of the two rubrics that a person's metacognition knowledge can influence his metacognition skills from this can determine how he will solve a problem. So, in general it can be concluded that a person's metacognition process can determine how the ability to solve problems. Based on the results of the interview, the low metacognition of a person is caused by the lack of knowledge they have.