Students’ metacognition skill: How the implementation in chemistry learning?

Abstract

This research discusses metacognition skills in learning chemistry. This study aimed to explore how students’ metacognition skills in chemistry learning. Metacognition skills have two basic major aspects, they are knowledge about cognition and regulation of cognition. These aspects have eight important sub-aspects for learning achievement, e.g.: declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, comprehension competencies, reduction strategies, and evaluation. The instrument adopted from the MAI according to Schraw & Denise using a Likert scale consisting of five categories of very agree, agree, doubt, disagree, and very disagree. The results of the analysis are further reduced to three categories, they are agree, doubt and disagree. This study is a descriptive with fifty two participants. In this study, the technique analysis of the data was in the form of quantitative descriptive. The results stated that the majority of students use their metacognition skills in learning chemistry. The most sub-aspect used by students was the reduction strategy and the least sub-aspect used by students was declarative knowledge. These metacognition skills can help students in constructing student understanding of chemistry abstractness. However, it needs to be trained again in use with the assistance of teachers in the implementation of appropriate strategies.