Students' Metacognition Skills in Physics Problem Solving Based on Epistemological Beliefs

This research applied qualitative research to elicit and describe students' metacognitive skills in physics problem solving based on their epistemological beliefs. Subjects of this research were the tenth-grade students of a high school in Palu. The subjects were in three categories, i.e: sophisticated, moderate and naive. The instruments of this research consisted of epistemological beliefs questionnaire (EBAPS), test for physics problem solving, and interview protocol. The data of the problem solving and metacognition was collected through thinking-aloud activity. The data were analyzed by the descriptive method. Based on the data analysis, it could be concluded that students with sophisticated epistemological beliefs showed all main categories and elements of metacognition skills. All elements were not shown by the other two student categories.