The Interaction of Meta-cognitive Strategy and Mathematical Disposition on Problem-Solving Ability

摘要

This study investigated the interaction effect of meta-cognitive strategy on mathematical disposition and problem-solving ability. This is a quasi-experimental study with 2 x 2 factor design. The subjects of this study were 138 students of 8th grade in Islamic Junior High School in Jombang, Indonesia which is divided into two groups i.e. control class and experiment class. There were 69 students in the experimental group with metacognitive strategy and 69 students in the control group with conventional strategy. Data were collected through mathematics questions test and mathematical disposition questionnaire. The mathematical disposition questionnaire was used to determine the students' mathematical disposition abilities. The data were analysed using analysis of variance. The study reports that there is no significant interaction effect of metacognitive strategy on the mathematical disposition and problem-solving ability.