Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities

Abstract

Metacognitive awareness constitutes a part of thinking skills to continuously retain and develop. One of efforts to increase metacognitive awareness is conducting training through lecture integrated in active learning. Self and peer-assessments encourage students to be more responsible for their performance improvement and learning. The population comprised students attending Natural Science course in Faculty of Teacher Training and Education, University of Muhammadiyah Malang; while the samples were all members of the population taken by means of saturation sampling technique. The technique of data collection was by means of Schraw and Dennison MAI (Metacognition Awareness Instrument), written test, and document analysis. The result path analysis showed: 1) there are influences of self and peer assessment in active learning towards awareness of Metacognition and cognitive ability; 2) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on Metacognition awareness; 3) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on cognitive variables; and 4) metacognitive awareness variables have a direct contribution to cognitive variables that are the influence of factors outside the metacognitive awareness variable.