Metacognitive activities are essential to academic achievement and cognitive development during adolescence. This study aims to investigate the metacognitive activities of androgynous students in solving statistics problems. To deeply uncover the complex interaction between androgynous identity and metacognitive strategies, a qualitative approach with semi-structured in-depth interviews based on a statistics problem-solving task adopted from the Metacognition Awareness Inventory was used. The participants were three high school students with moderate mathematical ability, consisting of one androgynous student and two non-androgynous students as a comparison. The findings of this study revealed a spectrum of metacognitive strategies used by androgynous students. Androgynous students demonstrated cognitive flexibility, smoothly transitioning between analytical and intuitive approaches based on problem characteristics. All participants were empowered with metacognitive knowledge and metacognitive regulation to monitor and adapt cognitive processes during problem-solving, but androgynous students had greater knowledge control. In addition, androgynous students demonstrated goal-oriented planning in breaking down the complexity of statistical problems and aligning metacognitive strategies with goals. This study underscores the influence of gender identity on metacognition. Androgynous students, free from traditional gender-related cognitive stereotypes, utilize a broader range of metacognitive approaches than non-androgynous students. The findings provide valuable insights into the metacognitive potential of androgynous individuals and the complex dynamics between gender identity and cognitive processes in the context of problem-solving. This study contributes to the broader discourse on metacognition, gender, and cognitive development, with implications for educators, policymakers, and researchers who strive to foster inclusive and effective educational environments.

Authors:
Kiki Henra, Universitas Negeri Surabaya, Indonesia
I Ketut Budayasa, Universitas Negeri Surabaya, Indonesia
Ismail Ismail, Universitas Negeri Surabaya, Indonesia

About the Presenter(s)
Kiki Henra, S.Pd., M.Pd., is a doctoral student at Surabaya State University and a lecturer in mathematics education at Universitas Muhammadiyah Bone, Indonesia. His research interests focus on the psychology of mathematics education, metacognition.

Connect on Linkedin
https://www.linkedin.com/in/kikihenra/

Connect on ResearchGate
https://www.researchgate.net/profile/Kiki-Henra

Additional website of interest
https://www.facebook.com/kikihenra.cracker/

See this presentation on the full schedule – Wednesday Schedule

Bookmark