Exploring metacognitive strategies in feminine female high school students: a qualitative study in statistical problem-solving

The problem and the aim of the study. Metacognition is one of the most influential factors in students' success in solving problems, although it is complex and inconsistent. Students who are directly involved in learning activities know better how they use metacognitive abilities as a strategy in solving mathematical problems because the subjective nature of metacognition allows for differences in strategies based on their gender, for example, in female students with their feminine character. Unfortunately, a complete picture of the metacognitive activities of female students is still limited and has yet to be discussed in detail at each stage of problem-solving, especially statistical problems. This study aims to describe and map the metacognitive activities of feminine female students in solving statistics problems. Research methods. This research design uses descriptive explorative with a qualitative approach. The interview technique based on the results of solving statistical problems is used to explore information about students' natural metacognitive processes according to what they think when working on problems. A total of 16 12th-grade students were involved in this study, and one student was taken based on the level of mathematics ability at the (medium) level with female gender characteristics for further interviews. Participants were taken based on the results of the mathematics ability test and gender questionnaire. The interview results were validated using the time triangulation technique using cluster analysis. Data analysis was carried out using coding in the data classification stage, and data reduction was carried out in two phases, namely first cycle code and second cycle code. Results. The interview results on the statistics problem-solving task showed that feminine female students used all metacognitive components in solving statistics problems, namely declarative, procedural, and conditional knowledge, as well as metacognitive regulation, which includes planning, monitoring, and evaluating. At understanding the problem stage, they showed self-awareness regarding strengths and weaknesses and were able to recall relevant material, assess the complexity of the task, and understand important information. When devising a plan, they planned strategies based on their understanding of previous material, recognized important parts of the problem, and knew when to use various formulas. In carrying out the plan, they realized the constraints, related the questions, and applied the strategies they had thought of while monitoring and double-checking their performance. In looking back, they could evaluate their thought processes and methods used and identify shortcomings and potential improvements, with a tendency to be influenced by feminine expressions. Conclusion. This study showed that female students used metacognitive activities at each stage of problem-solving. They used declarative, procedural, conditional, planning, and monitoring knowledge to understand the problem. They used conditional, planning, and monitoring knowledge when developing the plan. They used procedural, conditional, planning, monitoring, and evaluation knowledge to execute the plan. They used declarative knowledge, monitoring, and evaluation to look back. This shows that female students can use metacognitive abilities, especially declarative knowledge, to solve statistics problems.