Students’ Metacognitive Awareness in Natural Science Learning: An Overview by Gender

Muhammad Asy'Ari,Susriyati Mahanal,Siti Zubaidah,Baiq Mirawati

doi:10.29303/jppipa.v8i1.1146

Muhammad Asy'Ari, Susriyati Mahanal + Show 2 more

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https://doi.org/10.29303/jppipa.v8i1.1146

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Abstract

This study aimed to identify the metacognitive awareness of high school students in natural science learning based on gender. This research is a descriptive study with a sample of 24 students. Data on students' metacognition awareness was collected using the Metacognition Awareness Inventory (MAI) which was analyzed descriptively and statistically. The results showed that students' metacognitive awareness was categorized as good enough (1.33 < MA ≤ 2.33) and low (MA ≥ 1.33). Students' metacognition awareness was not significantly different in terms of gender (p> 0.05). Based on the results of the study, it can be concluded that metacognitive awareness needs to be improved through good interventions in learning. Student gender differences need to be investigated further using a larger sample to obtain more relevant and comprehensive data on metacognitive awareness

Highlights

Metacognition is often associated with intelligence that occurs in one's thinking system (Song, et al, 2021)
This study aimed to identify the metacognitive awareness of high school students in natural science learning based on gender
The results showed that students' metacognitive awareness was categorized as good enough (1.33 < MA ≤ 2.33) and low (MA ≥ 1.33)

Summary

Introduction

Metacognition is often associated with intelligence that occurs in one's thinking system (Song, et al, 2021). This study focuses on the behavioral domain of metacognition, namely metacognitive awareness which is thought control and learning activities (Schraw, et al, 2006, 2012; Schraw & Dennison, 1994) that have three core indicators in cognitive regulation (Schraw, et al., 2012) namely planning, monitoring, and evaluation. The students' overall metacognitive awareness on each indicator was in the poor category with an average percentage of students' metacognition awareness of 35.66%. These results illustrate that teachers have difficulty directing the student learning process and it takes a long time to train students' metacognitive awareness (Sukaisih & Muhali, 2014). The Relationship Between Metacognition and the Ability to Pose Questions in Chemical Education

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