Investigation of student self-assessment in understanding physics problem-solving: The Dunning-Kruger effect in mechanics concept
DOI:
https://doi.org/10.31349/RevMexFis.23.020208Keywords:
physics problem solving, self-assessment, Dunning-Kruger effect, mechanicsAbstract
Problem-solving skills are fundamental to physics learning. However, many students in Indonesia still exhibit low Performance in this area, which is exacerbated by biased cognitive of their self-competence. Previous studies have typically focused on general academic cognitive without systematically measuring the accuracy of self-assessment in the context of physics problem-solving. This study addresses this gap by exploring the Dunning-Kruger effect in physics problem-solving, particularly in the area of mechanics, using a mixed-methods approach. This study aims to evaluate the accuracy of students' self-assessment of their problem-solving skills and to identify patterns of emerging cognitive biases. A total of 10 high school students in East Java were selected through purposive sampling. Quantitative data were collected via problem-solving tests and rubric-based self-assessment and then analyzed using descriptive statistics. Qualitative data were obtained from in-depth interviews and analyzed using thematic analysis methods. The results indicated that the majority of students overestimated their abilities, especially in the Useful Description and Mathematical Procedure aspects, which are strong indicators of the Dunning-Kruger effect. Students with higher skills demonstrated better underestimation bias and self-reflection skills. This study revealed that self-cognitive bias is negatively correlated with student's actual abilities: the lower the problem-solving skills, the higher the level of overestimation. The contribution of this study lies in providing a self-assessment-based framework to enhance students' reflection and problem-solving skills. These findings emphasize the urgency of implementing structured and continuous self-assessment practices in physics learning to reduce cognitive bias and strengthen students' metacognitive development.
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