Purpose Metacognitive skills are essential for developing students’ higher-order thinking skills (HOTS), particularly in solving realistic mathematical word problems. This study aims to analyze Indonesian junior high school students’ metacognitive abilities in solving these problems by categorizing responses based on completeness and clarity. Design/methodology/approach This study employs a mixed-methods approach, utilizing both qualitative and quantitative data obtained through problem-solving tests and metacognitive skill assessment sheets. The analysis focuses on individual student responses by mapping problem-solving strategies and categorizing metacognitive skills based on the clarity and completeness of answers. Data collection was conducted at a centrally located junior high school in Indonesia through observations, test administration and response analysis. Findings Students exhibited weaknesses in the recognizing and regulation stages of metacognition. Most students fell into the category of having complete yet unclear metacognitive skills. They struggled to apply the same problem-solving strategies across similar problems with different contexts. Specifically, they failed to recognize the task requirements in the first problem but succeeded in the second, indicating challenges in metacognitive regulation. Originality/value This study introduces a new categorization model with four classifications based on the completeness and clarity of student responses. Additionally, it underscores the importance of providing students with diverse, realistic mathematical word problems to enhance their adaptability and metacognitive development.
Wibawa et al. (Fri,) studied this question.