Metacognitive Abilities Of Students Research Articles

Profile metacognitive awareness of biology education students in microbiology course

Metacognitive ability refers to self-cognitive awareness and the process of how cognitive works and how to manage them. The lack of metacognitive ability causes students to get less able to use appropriate learning strategies that will affect the cognitive abilities. This study aims to determine the profile of metacognitive awareness of students of the microbiology course and the relationship between metacognitive awareness and the ability to understand the concept of microbiology. The subjects of the study were 28 students who took microbiology courses at Educational Institutions and Teachers in West Java. The metacognitive data awareness was collected using the Metacognitive Awareness Inventory (MAI) and the understanding ability measured by multiple choice test. Data were analyzed using descriptive statistics. The conclusion shows that students metacognitive ability in the microbiology course is still low. The percentage of student’s metacognitive ability criterion showed less indication (32%), enough (43%), good (25%). There is a relationship between the metacognitive awareness criteria and the ability to understand the basic concepts of microbiology. Students who have less and enough metacognitive awareness criteria obtained understanding ability score lower than the good criteria.

The Use of Science Reflective Journal Writing by JAS Approach to Train Students Metacognitive Ability

This research aims to train students’ metacognitive ability used Science Reflective Journal Writing by JAS approach on the material of reproductive system. This type of research was One shot case study which was conducted at SMA Negeri 2 Pemalang. The subjects of this research were students of grade XI MIA 4 and XI MIA 5. The Independent variable of this research was Science reflective journal writing in problem-based learning by JAS approach, while dependent variables were metacognitive ability, activity and students’ cognitive learning results. The students’ metacognitive ability was measured by using observation sheets of students’ activity, discussion assessment sheets, and post-test questions. The results of analysis showed that the use of science reflective journal writing has good influence to train the students’ metacognitive ability. The students’ metacognitive ability of SMA Negeri 2 Pemalang was included in good category which is 76% , it also gave an influence to cognitive learning result with mastery learn classical ≥ 75% and student activity with a range of 62.51% - 81.25% classified as active. Based on the results of the research, it can be concluded that the students’ metacognitive ability at SMA Negeri 2 Pemalang for reproductive system material classified as good on the aspects of describing, interpreting, evaluating, planning, and also has good influence to the activity and students’ cognitive learning results on the material of reproductive system.

СТРАТЕГІЇ МЕТАКОГНІТІВНОГО РОЗВИТКУ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН


 
 
 The article discusses studies of the student’s metacognition. The scientific approaches which are characterized reflect the problem of the research. The article attempts to define the place of the students in the pedagogical process and to identify the role of metakognitsy as a factor of success in vocational training.Metacognitive knowledge, covering knowledge of a subject, knowledge about the subject and about its cognition, about oneself and once own development in this process, is the most effective with relation to cognitive and personal development of a student.The paper states that the formation of metacognitive skills in future teacher’s does not occur spontaneously, but requires the specific program - metacognitive training. Conclusion is made that the development of metacognitive abilities of students in the learning process provides control and prediction of their intellectual and creative activity. It is assumed that entering metacognitive stance will allow students to overcome the difficulties of their development and manage their own resources.
 
 

Mathematics Metacognitive Skills of Papua’s Students in Solving Mathematics Problems

This research focuses on the analysis of mathematics metacognitive skills of Papua’s students in School of Indonesian Children in solving mathematics learning problems. The research was conducted to provide a good quality education for Papuan students, so the research start the research from the metacognitive skills especially in mathematics. The respondents of the research are 6 students from grade VII in School of Indonesian Children. Those respondents are represent of higher mathematical ability, medium mathematical ability, and lower mathematical ability. The research used descriptive qualitative research method. Data collection procedures used in this research was in-depth interview and participant observation as well as documents related to metacognitive process in solving the problems in learning mathematics. The in-depth interview was with the respondents, the Principal, the mathematical teacher and the Character Building teacher. For documents related to metacognitive process in solving the problems in learning mathematics such as the result national exam in elementary, the result daily test of math, the result of quiz or homework. In general, the students in Papua were lack of mathematics metacognitive ability such as, lack of cognitive knowledge and cognitive regulation, sometimes they cannot perform the activities that reflects conscious metacognitive such as mathematics problem solving. The research result indicates that the structure metacognitive ability of students in Papua influences their problem solving ability in learning mathematics. This metacognitive ability is also influenced by the fact that it becomes their characteristics background as respondents from Papua.

Mathematics Metacognitive Skills of Papua’s Students in Solving Mathematics Problems

This research focuses on the analysis of mathematics metacognitive skills of Papua’s students in School of Indonesian Children (SIC) in solving mathematics learning problems. The research was conducted to provide a good quality education for Papuan students, so the research start the research from the metacognitive skills especially in mathematics. The respondents of the research are 6 students from grade VII of SIC. Those respondents are represent of higher mathematical ability, medium mathematical ability, and lower mathematical ability. The research used descriptive qualitative research method. Data collection procedures used in this research was in-depth interview and participant observation as well as documents related to metacognitive process in solving the problems in learning mathematics. The in-depth interview was with the respondents, the Principal, the mathematical teacher and the Character Building teacher. For documents related to metacognitive process in solving the problems in learning mathematics such as the result national exam in elementary, the result daily test of math, the result of quiz or homework. In general, the students in Papua were lack of mathematics metacognitive ability such as, lack of cognitive knowledge and cognitive regulation, sometimes they cannot perform the activities that reflects conscious metacognitive such as mathematics problem solving. The research result indicates that the structure metacognitive ability of students in Papua influences their problem solving ability in learning mathematics. This metacognitive ability is also influenced by the fact that it becomes their characteristics background as respondents from Papua.

Implementation of Creative Problem Solving Model to Improve The High School Student’s Metacognitive

This Research is quasi-experimented study with 3×2 factorial and nonequivalent control-group design. The population in this study were all 10th grade students at one of the Senior High School in Ciamis. Furthermore, two sample groups randomly selected (experimental class and control class) with a purposive sampling technique. Each sample group divided into high, medium, and low level based on students’ mathematical prior knowledge. The experimental class used Creative Problem Solving models but the control class used conventional models. The instrument used in this study were the metacognitive ability test. The differences of metacognitive ability improvement based on students’ mathematical prior knowledge and applied learning model was tested by two ways ANOVA at significance level 0.05, after prerequisites testing are met. Based on this research, it is known that (1) Students’ metacognitive ability improvement that has been acquired the Creative Problem Solving model is significantly better than students who acquired conventional learning; (2) There are significantly differences in metacognitive abilities improvement among students who obtain the Creative Problem Solving model with students who received conventional learning in terms of students’ mathematical prior knowledge level, high, medium, and low. Metacognitive abilities improvement of Experimented students who have a high and a medium mathematical prior knowledge level, are significantly better than the improvement of Control students’ metacognitive abilities that have a high and a medium mathematical prior knowledge level. However, the increase in metacognitive abilities of students who have lower mathematical prior knowledge level in the experimental class and the control class did not differ significantly.

PENGGUNAAN ANALISIS KRITIS UNTUK MENINGKATKAN KEMAMPUAN METAKOGNITIF PADA POKOK BAHASAN PENGELOLAAN LINGKUNGAN SISWA SMP

<p>This aims to determine the use of critical analysis to improve metacognitive skills of students of SMP Negeri 2 Karangrejo on Topic Environmental Management. This research is a qualitative descriptive study is to describe the data obtained by identifying metacognitive skills of students through the use of critical analysis. This research was done in SMPN 2 Karangrejo class VII semester 2015. Researchers used 26 students as respondents and one expert as an observer. Data collection techniques is data metacognitive skills based on critical analysis of the workmanship scores of students, which is interpreted in the assessment of the level of metacognitive skills. The data analysis technique used is descriptive qualitative. Results of the study are: (1) the use of critical analysis showed an increase in metacognitive abilities of students seen from the averagevalue of critical analysis in the first meeting and the second meeting, namely 50.09 and 66.13 (2) the observation of the quality of the implementation of learning have criteria " very good "seen from the average of the two meetings by an average score of 4.5 and a percentage of 91%.</p><p> </p>

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

AbstractBuilding communities that are resilient and adaptive to climate change requires the development of education strategies that train community members in higher order thinking skills that can be used to solve complex environmental problems. This study provides an empirical test of hypotheses within social‐ecological systems resilience theory that have suggested metacognitive learning strategies could increase resilience thinking skills such as scenarios thinking, systems thinking, and the ability to interpret and apply ecological data in complex problem solving. During a 6‐week long ecology unit with 108 seventh‐grade students, we taught half the students using standard inquiry teaching methods and the other half using the same method, with the addition of a daily metacognitive learning intervention. We investigated the short‐term (after six weeks of intervention) and long‐term (1 yr after the intervention ended) effects of the intervention on student's metacognitive ability and resilience thinking skills. Over the long term, we found a modest increase in the metacognitive ability of students who received the daily metacognitive journaling exercise. Interview data suggest that the structured metacognitive practice did most to improve the resilience thinking level of students who had low resilience thinking ability prior to the intervention period. However, the interaction between pre‐treatment ability level and the treatment group was not detected in the written assessment data. These data suggest that the metacognitive learning intervention we used can benefit metacognitive ability over the long term, but has limited transferability to resilience thinking skills for most students. We suggest additional instructional practices for implementing metacognitive teaching approaches that could enhance the generalizability of their benefits across resilience thinking skills and student's ability levels.

Correlation between meta cognitive ability and clinical practice ability of college nursing students

Objective To survey the status of the clinical competence and meta-cognitive ability of college nursing students, to explore the correlation between the two factors, and analyze the influencing factors of baccalaureate nursing students' clinical skills, then explore the approach of improving the clinical competence of nursing students. Methods Totally 184 nursing students from Taishan Medical University were investigated by General Information Questionnaire, Clinical Competence Test Scale, University Students Meta Cognitive Ability Scale. Results Nursing students' average score of meta cognition was 80.48±11.97, the average score of clinical competence was 121.22±22.74. The meta cognitive ability and clinical competence of nursing undergraduate students both maintained at the middle level. Meta cognitive ability was positively correlated with clinical competence. To some extent, enhancing the meta cognitive ability could help students improve the clinical competence. Conclusions To understand the status and correlation between meta cognitive ability and clinical competence can guide students to learn effectively, can help teachers play a good role in teaching effectively. Key words: Students, nursing; Clinical competence; Meta cognitive ability

The Effect of LC Learning Model Combined with Flow Chart to the Quality Process, Results Learning and Metacognitive Ability of Students

Pengaruh Model Pembelajaran LC Dipadu Diagram Alir terhadap Kualitas Proses, Hasil Belajar dan Kemampuan Metakognitif Siswa Abstract : The reaction rate is one of the topics that are considered difficult by students. One alternative constructivist learning models that are expected to facilitate students in learning the topic is a model Learning Cycle (LC). LC phases are more effective when combined with a flow diagram. The purpose of this study is to determine the effect of LC learning model combined with a flow diagram of the process quality, learning outcomes and students' metacognitive skills chemistry. This study uses a descriptive design and a quasi-experimental design. The subjects are students of class XI IPA SMAN 2 Malang year 2010/2011. The results shows that: (1) the material reaction rate, the result of learning and metacognitive abilities of students that learned with a learning model LC combined flowchart higher compared with the results of learning and metacognitive abilities of students that learned with a learning model LC without flowchart, (2 ) on the material reaction rate, there are differences in learning outcomes are higher in students who have high academic ability compared with the learning outcomes of students who have low academic ability and there are no significant differences in metacognitive skills among students who have high and low academic ability, 3) there is no interaction effect combined learning model LC flow charts and academic ability for learning outcomes and metacognitive skills of students on the material reaction rate, (4) the material reaction rate, the quality of the learning process of students that learned with a learning model LC combined with a flowchart and learning model of LC without flowchart is progressing well. Key Words : LC, flow chart, metacognitive skills Normal 0 false false false IN X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Abstrak : Laju reaksi merupakan salah satu pokok bahasan yang dianggap sulit oleh siswa. Salah satu alternatif model pembelajaran konstruktivistik yang diharapkan dapat memudahkan siswa dalam mempelajari topik tersebut adalah model pembelajaran Learning Cycle (LC). Fase-fase LC lebih efektif jika dipadu dengan diagram alir. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model pembelajaran LC dipadu dengan diagram alir terhadap kualitas proses, hasil belajar dan kemampuan metakognitif kimia siswa. Penelitian ini menggunakan rancangan deskriptif dan rancangan eksperimen semu. Subjek penelitian ini adalah siswa kelas XI IPA SMAN 2 Malang tahun ajaran 2010/2011. Hasil penelitian menunjukkan bahwa: (1) pada materi laju reaksi, hasil belajar dan kemampuan metakognitif siswa yang dibelajarkan dengan model pembelajaran LC dipadu diagram alir lebih tinggi dibandingkan dengan hasil belajar dan kemampuan metakognitif siswa yang dibelajarkan dengan model pembelajaran LC tanpa diagram alir, (2) pada materi laju reaksi, terdapat perbedaan hasil belajar yang lebih tinggi pada siswa yang memiliki kemampuan akademik tinggi dibandingkan dengan hasil belajar siswa yang memiliki kemampuan akademik rendah dan tidak terdapat perbedaan kemampuan metakognitif yang signifikan antara siswa yang memiliki kemampuan akademik tinggi dan rendah, (3) tidak terdapat pengaruh interaksi model pembelajaran LC dipadu diagram alir dengan kemampuan akademik terhadap hasil belajar dan kemampuan metakognitif siswa pada materi laju reaksi, (4) pada materi laju reaksi, kualitas proses pembelajaran siswa yang dibelajarkan dengan model pembelajaran LC dipadu dengan diagram alir dan pembelajaran model LC tanpa diagram alir berlangsung dengan baik. Kata kunci : LC, diagram alir, kemampuan metakognitif

Comparative Study on Developing Metacognitive Abilities of Students from Technical, Vocational and Human Sciences

The purpose of study is to outline differences of learning abilities developed into university system between three categoria of students from technical, vocational and human sciences. The qualitative research instrument chosen to carry out the research was a structured questionnaire. In qualitative terms, data were structured on six dimensions: 1) types of activities; 2) most used types of strategies for development of metacognitive abilities; 3) most used metacognitive abilities; 4) control and adjustment of mental processes; 5) knowledges regarding tasks for development of metacognitive abilities; 6) most used strategies for knowledges based on algorithmical or an heuristical approach.