Dr. Kiki Henra, S.Pd., M.Pd, is a lecturer and researcher in mathematics education, focusing on metacognition, problem-solving, and statistics in mathematics learning. His research extensively explores the relationship between students' metacognitive activities and problem-solving strategies, as well as the influence of gender and qualitative approaches in mathematics education. In addition to teaching at the university level, he actively publishes scientific articles, serves as a reviewer for reputable journals, and mentors students in research.
EDUCATION
Doctoral in Mathematics Education
RESEARCH, TEACHING, or OTHER INTERESTS
Education, Mathematics, Statistics and Probability, Experimental and Cognitive Psychology
4
Scopus Publications
52
Scholar Citations
5
Scholar h-index
2
Scholar i10-index
Scopus Publications
Exploring metacognitive strategies in feminine female high school students: a qualitative study in statistical problem-solving , Kiki Henra, I Ketut Budayasa, , Ismail, and Perspektivy Nauki I Obrazovania, 2025 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.
Revealing the dominant metacognitive activities of high school students in solving central tendency and dispersion problems based on gender Kiki Henra, I Ketut Budayasa, Ismail Journal on Mathematics Education, 2024 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 Perspektivy Nauki I Obrazovania, 2024 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, Raden Sulaiman Barekeng, 2023 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
Implementasi Program Sosialisasi Anti-Bullying sebagai Upaya Pencegahan Kekerasan di Sekolah K Henra, AK Nur, N Nurfadillah, A Asmawati, M Fahril, NA Putri, ... Jurnal ABDINUS: Jurnal Pengabdian Nusantara 10 (2), 482-491 , 2026 2026
PANGGUNG AJAIB ANGKA: PETUALANGAN MATEMATIKA DALAM TEATER PEMBELAJARAN ROLE PLAYING DI KELAS IV SD 38 JANNA-JANNAYA ID Lestari, A Nursyam, K Henra Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS) 9 (1), 36-43 , 2025 2025
Exploring metacognitive strategies in feminine female high school students: a qualitative study in statistical problem-solving K Henra, IK Budayasa, Ismail Perspectives of Science and Education 73 (1), 336–348 , 2025 2025
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 2024 Citations: 4
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 2024 Citations: 5
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 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 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 2023 Citations: 1
Paradoks: filsafati pendidikan matematika A Ekawati, AM Ramlan, A Suningsih, BS Bani, D Frentika, F Hariyanti, ... Unesa University Press , 2021 2021
Paradigma Filsafati Pendidikan Matematika YF Hodiyanto, Diena Frentika, Gemi Susanti, Efuansyah, Blandina Seko Bani ... Global Aksara Pres 1, 164 , 2021 2021
Approach-avoidance conflict in learning mathematics synchronously K Henra, IN Masliah Budapest International Research and Critics in Linguistics and Education … , 2021 2021 Citations: 3
Konflik Intrapersonal Siswa Dalam Belajar Matematika Secara Daring Synchronous K Henra, IN Masliah AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10 (3), 1600-1610 , 2021 2021 Citations: 6
Teori dan Aplikasi Kalkulus Dasar K Henra, AU Asnita, D Riaddin, BBF Resi, J Setiawan, T Dahlan Yayasan Penerbit Muhammad Zaini , 2021 2021 Citations: 3
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 2021 Citations: 11
Teori dan aplikasi kalkulus dasar J Irmayanti, K Henra, AU Asnita, T Dahlan Aceh: Yayasan Penerbt Muhammad Zaini , 2021 2021 Citations: 7
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 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 2020 Citations: 10
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 2020 Citations: 2
ANALISIS KONFLIK INTRAPERSONAL DALAM PEMBELAJARAN MATEMATIKA DAN DAMPAK YANG DITIMBULKAN PADA SISWA KELAS XII SMK PERSADA WAJO K Henra UNIVERSITAS NEGERI MAKASSAR , 2018 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 2012
MOST CITED SCHOLAR PUBLICATIONS
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 2021 Citations: 11
pengaruh pemberian air bawang putih (Allium Sativum) Terhadap tekanan darah E Yanti, K Hendra, NP Alwi Jhnmsa adpertisi journal 1 (1), 1-9 , 2020 2020 Citations: 10
Teori dan aplikasi kalkulus dasar J Irmayanti, K Henra, AU Asnita, T Dahlan Aceh: Yayasan Penerbt Muhammad Zaini , 2021 2021 Citations: 7
Konflik Intrapersonal Siswa Dalam Belajar Matematika Secara Daring Synchronous K Henra, IN Masliah AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10 (3), 1600-1610 , 2021 2021 Citations: 6
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 2024 Citations: 5
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 2024 Citations: 4
Approach-avoidance conflict in learning mathematics synchronously K Henra, IN Masliah Budapest International Research and Critics in Linguistics and Education … , 2021 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 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 2020 Citations: 2
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 2023 Citations: 1
Implementasi Program Sosialisasi Anti-Bullying sebagai Upaya Pencegahan Kekerasan di Sekolah K Henra, AK Nur, N Nurfadillah, A Asmawati, M Fahril, NA Putri, ... Jurnal ABDINUS: Jurnal Pengabdian Nusantara 10 (2), 482-491 , 2026 2026
PANGGUNG AJAIB ANGKA: PETUALANGAN MATEMATIKA DALAM TEATER PEMBELAJARAN ROLE PLAYING DI KELAS IV SD 38 JANNA-JANNAYA ID Lestari, A Nursyam, K Henra Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS) 9 (1), 36-43 , 2025 2025
Exploring metacognitive strategies in feminine female high school students: a qualitative study in statistical problem-solving K Henra, IK Budayasa, Ismail Perspectives of Science and Education 73 (1), 336–348 , 2025 2025
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 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 2024
Paradoks: filsafati pendidikan matematika A Ekawati, AM Ramlan, A Suningsih, BS Bani, D Frentika, F Hariyanti, ... Unesa University Press , 2021 2021
Paradigma Filsafati Pendidikan Matematika YF Hodiyanto, Diena Frentika, Gemi Susanti, Efuansyah, Blandina Seko Bani ... Global Aksara Pres 1, 164 , 2021 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 2020
ANALISIS KONFLIK INTRAPERSONAL DALAM PEMBELAJARAN MATEMATIKA DAN DAMPAK YANG DITIMBULKAN PADA SISWA KELAS XII SMK PERSADA WAJO K Henra UNIVERSITAS NEGERI MAKASSAR , 2018 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 2012
