Kiki Henra

@unimbone.ac.id

Mathematics Education
Universitas Muhammadiyah Bone

https://researchid.co/kikihenra

EDUCATION

Doctoral student in Mathematics Education

RESEARCH, TEACHING, or OTHER INTERESTS

Education, Applied Mathematics, Statistics and Probability

Scopus Publications

Scholar Citations

Scholar h-index

Scholar i10-index

Scopus Publications

Revealing the dominant metacognitive activities of high school students in solving central tendency and dispersion problems based on gender
Kiki Henra, I Ketut Budayasa, and Ismail
Indonesian Mathematical Society
Research on the relationship between gender and metacognition in mathematical problem-solving has yielded inconsistent findings. Some studies suggest that gender influences metacognitive activities, while others report no significant differences. This study seeks to explore metacognitive activities during each stage of statistical problem-solving among two 12th-grade students with contrasting gender expressions: a feminine-expressing female and a masculine-expressing male. The instruments utilized in this research include the Bem Sex Role Inventory (BSRI) gender questionnaire, a mathematical ability test, a statistical problem-solving task, and an interview guide. Data collection was conducted in two phases: the BSRI questionnaire and mathematical ability test were used to classify participants, followed by problem-solving tasks and semi-structured interviews to capture their metacognitive processes. Employing a descriptive exploratory design with a qualitative approach, the study applied thematic analysis to organize and interpret data from task performance and interview transcripts. These findings were further synthesized into hierarchical diagrams to illustrate the dominance of metacognitive components at different problem-solving stages. Results indicate that the feminine-expressing female predominantly utilized metacognitive knowledge, specifically declarative knowledge, during the problem-understanding phase. In contrast, the masculine-expressing male demonstrated more reliance on metacognitive regulation, particularly in planning and monitoring, during the problem-implementation stage. These findings underscore the importance of developing inclusive curricula and differentiated teaching strategies to enhance metacognitive skills across diverse student populations.

What is the room for guessing in metacognition? Findings in mathematics problem solving based on gender differences
, Kiki Henra, I Ketut Budayasa, , Ismail Ismail, , Meina Liu, and
Scientific and Educational Initiative
Introduction. Understanding the interaction of metacognitive strategies with guessing in problem-solving is a focus point in educational psychology, especially in mathematics education, especially with gender differences. These provide different nuances in understanding students' cognitive dynamics in guessing and metacognitive strategies. These interactions must be explained in depth to understand the unique phenomenon of second-guessing that sometimes arises in metacognitive activities based on students' gender. This research aims to reveal the process of metacognition and students' guessing thinking in solving mathematical problems. This research seeks to contribute to an empirical of metacognitive processes and their practical implications for educators and curriculum designers by uncovering these activities. Study participants and methods. The participants in this study were (30) 12th-grade high school students, consisting of (16) female students and (14) male students who had studied mathematics with statistical material. The primary method in this research is a case study with a qualitative descriptive approach. The indepth interview technique using the MAI protocol is based on the results of mathematical problem-solving to explore information about students' natural metacognitive processes according to what they think when working on problems. Semi-structured interviews used the Indonesian language to eliminate the influence of differences in regional language proficiency levels as much as possible. Results. The results of interviews on mathematical problem-solving tasks show a 'guessing' strategy in students' metacognitive activities. However, there is a striking difference between female and male students' use of the 'guessing' strategy when solving mathematical problems. Female students use the 'guessing' method more often than male students; even the 'guessing' method used by male students cannot solve the problem, thus changing the guessing strategy to estimation. This means that most of the students' answers used the guessing method. These findings underscore the dynamic nature of the cognitive processes used by students, revealing diverse interactions between metacognitive strategies and guessing during problem-solving efforts. Conclusion. This research shows that rather than standing in isolation, guessing has a place within metacognitive processes, with metacognitive regulation guiding and shaping the deliberate application of guessing in mathematical problem-solving contexts. This can be a factor for reconsidering the perceived dichotomy between precision-driven methodologies and intuitive guessing.

SELECTION OF VIDEO CONFERENCE APPLICATION FOR MATHEMATICS LEARNING USING INTUITIONISTIC FUZZY MAX-MIN AVERAGE COMPOSITION METHOD
Kiki Henra, Efuansyah Efuansyah, and Raden Sulaiman
Universitas Pattimura
In this article, the Intuitionistic Fuzzy Max-Min Average Composition method is used which aims to choose the right video conferencing application for learning mathematics. The results show that the learning process in Mathematical economics, Calculus, Statistics, and Geometry courses is more appropriate using the Microsoft Teams video conferencing application than Zoom and Google Meet.

RECENT SCHOLAR PUBLICATIONS

Revealing the dominant metacognitive activities of high school students in solving central tendency and dispersion problems based on gender
K Henra, IK Budayasa, Ismail
Journal on Mathematics Education 15 (4), 1357-1380 2024

What is the room for guessing in metacognition? Findings in mathematics problem solving based on gender differences
K Henra, IK Budayasa, Ismail, M Liu
Perspektivy nauki i obrazovania – Perspectives of Science and Education 69 2024

Unlocking Metacognitive Potential: A Journey Through the Minds of Androgynous High School Students in Statistical Problem Solving
K Henra, IK Budayasa, I Ismail
Asian Conference on Education & International Development (ACEID2024) 10 2024

The Role of Mathematics Self-Regulated Learning and Motivation on the Potential of Continuing Education
Munaji, K Henra, AM Ramlan, G Susanti
Mosharafa: Jurnal Pendidikan Matematika 13 (1), 231-246 2024

SELECTION OF VIDEO CONFERENCE APPLICATION FOR MATHEMATICS LEARNING USING INTUITIONISTIC FUZZY MAX-MIN AVERAGE COMPOSITION METHOD
K Henra, E Efuansyah, R Sulaiman
BAREKENG: Jurnal Ilmu Matematika dan Terapan 17 (1), 0305-0312 2023

Paradoks: filsafati pendidikan matematika
A Ekawati, AM Ramlan, A Suningsih, BS Bani, D Frentika, F Hariyanti, ...
Unesa University Press 2021

Paradigma Filsafati Pendidikan Matematika
YF Hodiyanto, Diena Frentika, Gemi Susanti, Efuansyah, Blandina Seko Bani ...
83 1, 1 2021

Approach-Avoidance Conflict in Learning Mathematics Synchronously
K Henra, IN Masliah
Budapest International Research and Critics in Linguistics and Education 2021

Konflik Intrapersonal Siswa Dalam Belajar Matematika Secara Daring Synchronous
K Henra, IN Masliah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10 (3), 1600-1610 2021

Teori dan Aplikasi Kalkulus Dasar
K Henra, AU Asnita, D Riaddin, BBF Resi, J Setiawan, T Dahlan
Yayasan Penerbit Muhammad Zaini 2021

Pengaruh Pembelajaran Daring Asynchronous Terhadap Tingkat Pemenuhan CPMK Statistika
K Henra, NQ Tayibu, IN Masliah
JIPM (Jurnal Ilmiah Pendidikan Matematika) 10 (1), 100-110 2021

PENERAPAN MODEL PROBLEM SOLVING LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN PEMAHAMAN KONSEP PELUANG SISWA SMK PERSADA WAJO
K Henra
JURNAL EDUSCIENCE 7 (1), 10-16 2020

Pengaruh Pemberian Air Bawang Putih (Allium Sativum) Terhadap Tekanan Darah
E Yanti, K Hendra, NP Alwi
Jhnmsa adpertisi journal 1 (1), 1-9 2020

Analisis Konflik Intrapersonal pada Pembelajaran Matematika dan Dampak yang ditimbulkan Pada Siswa Kelas XII SMK Persada Wajo
K Henra
Celebes Education Review 2 (1), 43-49 2020

ANALISIS KONFLIK INTRAPERSONAL DALAM PEMBELAJARAN MATEMATIKA DAN DAMPAK YANG DITIMBULKAN PADA SISWA KELAS XII SMK PERSADA WAJO
K Henra
UNIVERSITAS NEGERI MAKASSAR 2018

Meningkatkan Partisipasi Belajar Matematika Melalui Model Pembelajaran Kooperatif Tipe Group Investigation (GI) Pada Siswa Kelas X-2 SMA Muhammadiyah Limbung Kabupaten Gowa
K Henra
Universitas Muhammadiyah Makassar 2012

PEDOMAN KONVERSI MAHASISWA PINDAHAN, ALIH JENJANG, DAN PERUBAHAN KURIKULUM
AD Abdullah, S Syamsuria, A Nurhabibi, K Henra
Universitas Muhammadiyah Bone

MOST CITED SCHOLAR PUBLICATIONS

Pengaruh Pemberian Air Bawang Putih (Allium Sativum) Terhadap Tekanan Darah
E Yanti, K Hendra, NP Alwi
Jhnmsa adpertisi journal 1 (1), 1-9 2020
Citations: 10

Pengaruh Pembelajaran Daring Asynchronous Terhadap Tingkat Pemenuhan CPMK Statistika
K Henra, NQ Tayibu, IN Masliah
JIPM (Jurnal Ilmiah Pendidikan Matematika) 10 (1), 100-110 2021
Citations: 9

Konflik Intrapersonal Siswa Dalam Belajar Matematika Secara Daring Synchronous
K Henra, IN Masliah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10 (3), 1600-1610 2021
Citations: 4

Approach-Avoidance Conflict in Learning Mathematics Synchronously
K Henra, IN Masliah
Budapest International Research and Critics in Linguistics and Education 2021
Citations: 3

Teori dan Aplikasi Kalkulus Dasar
K Henra, AU Asnita, D Riaddin, BBF Resi, J Setiawan, T Dahlan
Yayasan Penerbit Muhammad Zaini 2021
Citations: 3

Analisis Konflik Intrapersonal pada Pembelajaran Matematika dan Dampak yang ditimbulkan Pada Siswa Kelas XII SMK Persada Wajo
K Henra
Celebes Education Review 2 (1), 43-49 2020
Citations: 2