Kesalahan Siswa dalam Menyelesaikan Soal HOTS Ditinjau dari Metakognisi di MTsN 1 Mataram

Abstract

The ability of students to solve Higher Order Thinking Skills (HOTS) problems in mathematics remains low,
leading to frequent errors during problem-solving processes. Differences in the types of errors made by
students based on their metacognitive levels have also not been widely examined in depth. This study aims
to describe Newman’s types of errors based on students’ metacognitive levels in solving HOTS questions on
the Pythagorean Theorem. This research employed a descriptive qualitative approach involving 32 ninthgrade
students of class IX.1 at MTsN 1 Mataram in the 2025/2026 academic year. The instruments used
included a metacognitive skills questionnaire, a HOTS-based written test, and interview guidelines. The
results show that students with high metacognitive levels tended to make errors in the transformation,
process skills, and encoding stages. Students with moderate metacognitive levels made errors from the
comprehension to the transformation stages, while students with low metacognitive levels made errors in
almost all stages of Newman’s procedure. This study concludes that the lower the students’ metacognitive
level, the higher the frequency and variety of errors that appear when solving HOTS problems.