The Validity and Effectiveness of the Reflective-Metacognitive Learning Model to Improve Students’ Metacognition Ability in Indonesia

Muhali Muhali,Muslimin Ibrahim,Leny Yuanita

doi:10.32890/mjli2019.16.2.2

Abstract

Purpose - This study investigated the content and construct validity of the Reflective-Metacognitive Learning (RML) Model, and the effectiveness of the RML Model in comparison with Cognitive-Metacognitive Learning (CML) Model in improving students’ metacognitive knowledge, skills, and awareness after the learning process. Methodology - This experimental study began with developing the RML Model, which covered planning, development and evaluation. A focus group discussion involving four experts in science education was conducted to determine the validity of the RML Model and its supporting devices in terms of content validity and construct validity. An experimental study using a randomized pretest-posttest control group design was then implemented on forty senior high school students to evaluate the effectiveness of the RML Model against the CML Model. Data were analyzed descriptively and statistically. Findings - The results showed that the RML Model was highly valid in terms of content validity and construct validity, Metacognitive knowledge increased to a high degree, while metacognitive skills and awareness increased to a medium degree. Based on the results, it was concluded that the RML Model was valid and more effective than the CML Model in terms of improving students’ metacognitive ability. Significance - The RML Model, which is marked by the reflection of thinking processes as the core, is expected to improve students' metacognitive ability.

Highlights

Metacognition is an important goal and focus in education, both in Indonesia and globally (Asy’ari, Prayogi, Samsuri, & Muhali, 2016)
The results showed that the Reflective-Metacognitive Learning (RML) Model was highly valid in terms of content validity and construct validity, Metacognitive knowledge increased to a high degree, while metacognitive skills and awareness increased to a medium degree
The RML Model validation instrument along with supporting devices were validated by three experts with a minimum qualification of a doctoral degree and expertise in chemistry and learning

Summary

Introduction

Metacognition is an important goal and focus in education, both in Indonesia and globally (Asy’ari, Prayogi, Samsuri, & Muhali, 2016). A 2012 PISA (Program for International Student Assessment) study that focused on reading literacy, mathematics and science showed that Indonesia was ranked 55th out of 65 countries. Another study by TIMSS (Trends in International Mathematics and Science Study) in 2011 found Indonesian students to have low scores in four elements: understanding complex information; theory, analysis, and problem solving; utilizing tools, procedures, and problem-solving; and conducting an investigation (Education Ministry of Indonesia, 2012). Students’ success in the completion of given tasks depends on their awareness of the knowledge and skills applied in learning activities (Lai, 2011; Wilson & Bai, 2010; Pantiwati & Husamah, 2017), which is commonly known as metacognitive ability. A study by Muhali (2013) involving students from four schools in Central

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