Abstract
The objective of this study was to categorize and describe the behavior of chemistry education students' metacognitive skills who had a low chemical understanding (low ability) in solving problems. The findings would be the basis of data for the development of instructional design on chemistry topics by utilizing metacognitive skill aspects. The subject of this study was two first-year students of chemical education, academic year 2016/2017 that joined a basic chemistry course at the low-level ability in Universitas Tadulako. Two subjects were picked through networking using a valid test comprehension. The subjects were determined regarding the percentage of low ability which was 87% of 79 students. The profile data of metacognitive skill were obtained through an essay test, think aloud and interview. The earned data were reviewed, grouped, encoded, and examined to see its credibility employing the method and time triangulation. The research found that both students of chemistry education having a low-level of basic chemistry adopted planning skills in solving problems which were the problem identifying, goal determining, and strategy managing. However, both did not use monitoring and evaluating skills.
Highlights
Chemistry is a discipline with the major purpose is obtaining an organized bunch of knowledge and skills in solving a problem
Problem-solving skills are influenced by students’ understanding of materials dealing with problems and thinking process as a mental activity done by students to find solutions
To obtain the research subject, a selection was conducted for students who attended the basic chemistry course in their second year of college, the academic year 2016/2017, chemistry education major in Universitas Tadulako
Summary
Chemistry is a discipline with the major purpose is obtaining an organized bunch of knowledge and skills in solving a problem. Problem-solving skills are influenced by students’ understanding of materials dealing with problems and thinking process as a mental activity done by students to find solutions. Several researchers such as Dinsmore et al (2008); Gauchon & Méheut, (2007); Levy Nahum et al (2004); Bello et al (2007); Bilgin et al (2009) and Bunce (1993) stated that many students find it difficult in understanding and applying chemistry concepts. One’s knowledge to control his/her ability in arranging, monitoring, and re-examining his/ her understanding and action in solving a problem are closely related to metacognitive skills. These skills are part of knowledge dimension, other than the factual, conceptual, and procedural knowledge that learners must possess
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