THE PROFILE OF STUDENTS’ METACOGNITION IN LEARNING THROUGH REALISTIC MATHEMATICS EDUCATION

This was qualitative research. The research objectives were to reveal the profile of Junior Secondary Schools students’ metacognition at Makassar within a learning through realistic mathematics education involving metacognition. The research results were as follows. Within the realistic mathematics instruction, the first step was to understand the contextual problems; the second step was to solve the contextual problems; the third step was to discuss and compare the solution of the contextual problems; and the fourth step was to conclude the solution of the contextual problems. The research results showed that: (1) Within the first step, the subject C19, C21, C27, and C29 applied their predicting, planning, and monitoring skills; the subject C25 applied their planning and monitoring skills; the subject C26 applied their planning skills. (2) Within the second step, the subject C19, C21, C25, C27, and C29 applied their declarative, procedural, and conditional knowledge, as well as their monitoring skills; the subject C26 applied his procedural and conditional knowledge. (3) Within the third step, the subject C19 applied their declarative, procedural, and conditional knowledge, as well as his monitoring skills; the subject C21 and C27 applied their evaluation skill; while the subject C25, C26, and C29 did not apply their metacognitive knowledge and skill. Meanwhile, (4) Within the fourth step, the subject C19, C27, C21, and C29 applied their evaluation skill; the subject C25 and C26 did not apply their metacognitive knowledge and skil