Distance learning has been implemented in Higher Education during the covid pandemic. Various obstacles in implementing distance learning can be encountered, one of which is the lack of student attention to the studied material. In this case, students' metacognitive abilities have an essential role in mastering a mathematical concept in online learning. Good metacognitive abilities will support students in understanding math problems in online learning. This qualitative study aims to reveal Metacognitive Myopia in one subject in an online Real Analysis course. Metacognitive Myopia is a phenomenon where a student is entirely accurate in utilizing large amounts of information, but he has difficulty identifying its validity. There are two things were considered in the selection of subjects, namely: (1) The subject experienced metacognitive myopia when solving the Function problem in the Real Analysis course; (2) The subject is open to being able to provide as much information as possible. In this study, Metacognitive Myopia was determined through three types of red flags, that is, Error Detection, Anomalous Result, and Lack of Progress. In this study, the subject's metacognitive myopia comes from the red flag type of error detection that occurs when exploring the problem. Further research is suggested to provide more complex questions to reveal other types of red flags.

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