Metacognitive Skills Of Students Research Articles

Transdisciplinary approach as a resource to develop student metacognitive skills in studying physical and engineering disciplines

Introduction. The article presents the results of a study of the actual problem in applying a transdisciplinary approach as a modern educational resource that contributes to improving the efficiency and productivity of students’ learning outcomes based on increasing their cognitive activity, due to the purpose of forming metacognitive skills in the educational process.Aim. The current study aims to assess the effectiveness of the transdisciplinary approach to the creation of integrated didactic content of physical and engineering disciplines as a didactic resource to develop engineering thinking in students through the formation of metacognitive skills.Methodology and research methods. The authors’ concept of the study is to actualise the transdisci­plinary principle for the mobilisation and disclosure of the possibilities of the content and technologies of integrated study of physical, mathematical and general engineering disciplines for the formation of students’ meta-skills At the same time, the authors assumed that engineering meta-skills are a special type of integrated skills and an integral personal characteristic of an engineer, allowing him/her to more effectively carry out professional activities in the conditions of rapid development of new technologies, when it is not the increase and updating of knowledge, but the desire to manage, comprehend cognitive potential based on mobile transdisciplinary knowledge and systems that are actualised special “meta”, “hard” and “soft” skills. The ascertaining and forming stages of the pedagogical experiment were carried out. At the ascertaining stage of the experiment, in order to assess the level of formation of engineering thinking among students, an optimal list of basic criteria was developed as a criterion-diagnostic appa­ratus, in which the measured variable is the completeness and level of evaluation of educational achieve­ments obtained by students when performing a system of transdisciplinary constructivist case tasks. At the formative stage of the experiment with the participation of 316 students of different years of study at Toraighyrov University, an assessment of the effectiveness of the application of transdisciplinary content of general engineering disciplines was carried out in two stages.Results. The results of the pedagogical experiment confirmed the effectiveness of the transdisci­plinary approach to the development of integrated didactic content of general engineering and phys­ical-mathematical disciplines. In the experimental group, in the level of formation of engineering meta-skills among students, the greatest difference was observed between the indicators of formation of thinking components related to engineering and design (18 %) and cognitive (64 %) aspects. The transdisciplinary approach has less influence on the instrumental aspect of solving engineering problems, which proves that both traditional and transdisciplinary training are primarily aimed at the formation of instrumental skills. As a result of experimental teaching, future engineers have increased cognitive motivational awareness in the process of solving engineering problems.Scientific novelty. The integrated didactic content of general engineering disciplines was developed on the basis of the transdisplinary principle; additions were made in the form of constructivist case stud­ies that contribute to the development of students’ metacognitive skills applied with other skills when solving engineering problems; and the cognitive structure and content of the concept of “engineering thinking” were concretised.Practical significance. The developed case-workshop of tasks to be used in experimental training is quite variable and can be applied in the practical line of any integrated physical and engineering discipline.

Effectiveness of E-Module STEM Biotechnology to Empower Metacognitive Skills and Science Process Skills of High School Students with Low Academic Ability in Industrial Agriculture Areas

Metacognitive skills are vital for empowering students, especially in subjects like biology that are intertwined with scientific activities. Science process skills are crucial for enhancing the learning process in science. This study aimed to assess the impact of STEM e-modules in Biotechnology on metacognitive and science process skills among students in the industrial agricultural sector, particularly those with low academic proficiency. The research followed a quasi-experimental, non-equivalent control group design with a pretest-posttest research structure. The study population comprised public high schools in Jember, with class XII students from SMAN 1 Jember selected as the sample through cluster random sampling and class equivalence testing using ANOVA. Data collection involved essay tests, and prerequisite tests ensured homogeneity and normality. Hypothesis testing employed a two-way ANCOVA at a 0.5% significance level. The findings revealed that significant differences in metacognitive and science process skills when STEM e-modules were used in Biotechnology material, variations in metacognitive and science process skills based on students' academic abilities, and an interaction between STEM e-modules and academic ability on metacognitive and science process skills. This research suggests exploring the effects of STEM Biotechnology e-modules and academic ability on other dependent variables.

Analysis of Mathematics Teacher Candidates' Metacognitive Regulation Skills in the Context of Problem Posing Activity

This study aims to examine the metacognitive regulation skills of elementary mathematics teacher (EMT) candidates during the problem-posing process. The case study method, a qualitative data approach, was used in the study. The participants were five EMT candidates studying in the 2nd year of a state university's Elementary Mathematics Teaching program. The study data were collected by a semi-structured problem-posing activity called "House Problem" created by Getzels and Jackson (1962) and organized by Leung in 1993. The problems posed by teacher candidates were completed, semi-structured interviews were conducted with the participants. The data obtained were analyzed according to the researchers' theoretical framework for metacognitive regulation skills (prediction, planning, monitoring, and evaluation). Regarding the metacognitive regulation skills exhibited by EMT candidates in problem-posing situations, it has been concluded that their prediction and monitoring skills are higher than their planning and evaluation skills. Many studies in the literature examine metacognitive skills in the problem-solving process, but the studies focusing on metacognitive skills in the problem-posing process are rare. For this reason, it is thought that the studies focusing on the metacognitive skills of students and teachers in the problem-posing process will contribute to the field.

OIDDE Learning Models on Metacognitive Skills and Cognitive Learning Outcomes of Man 1 Bulukumba Students

Metacognitive skills can make students aware of planning, controlling the process, evaluating, and reflecting, including assessing their weaknesses and strengths. Thus having high metacognitive skills can have high cognitive learning outcomes as well. The OIDDE learning model can improve metacognitive skills, which positively correlate with learning outcomes. This study aims to determine the effect of the OIDDE Learning Model on Metacognitive Skills and Cognitive Learning Outcomes in Biology Subjects of Students in MAN 1 Bulukumba. This study used a quasi-experimental design with a non-equivalent control group. The population comprises 86 students from MAN 1 Bulukumba class XI, 56 of whom were randomly selected using the purposive selection technique. The descriptive and inferential data analysis techniques used were the preconditioning test and the Polled variance t-test. Based on the results of the data analysis, the student's metacognitive skills average pre-test was 67.87, and the post-test was 83.5. The learning outcome of the student's pre-test was 63.33, and the post-test was 88.23. The t-test of the Polled variance showed a value of F = 7.48 of 56 and sig. (2-tailed) or p-was 0.0290.05. It may be inferred that the OIDDE learning model affects students in MAN 1 Bulukumba's metacognitive capabilities and learning outcomes in biology subjects. Keywords: OIDDE learning models, metacognitive skills, learning outcomes

Development of metacognitive skills in students and related difficulties

პედაგოგიური პრაქტიკის კვლევის ანგარიშში ნაჩვენებია რა სირთულეები შეიძლება შეექმნათ მასწავლებელს და მოსწავლეებს სწავლა-სწავლების პროცესში სწავლის ეფექტური სტრატეგიების გამოყენებისას. რა სარგებელი შეიძლება მოუტანოს მოსწავლეს საკუთარი აზროვნების პროცესის გაცნობიერებამ და რა როლი აქვს მასწავლებელს მოსწავლეებში სწავლის პროცესის მართვის უნარების განვითარებაში.

The Correlation Between Critical Thinking Skills with Student Metacognitive Skills in Ecosystem Material

<p>Critical thinking skills are the active thinking process by someone by analyzing information, questioning the truth by remembering old memories so that a conclusion is obtained. Critical thinking skills are influenced by student readiness factors in learning including planning, monitoring and evaluation. Therefore, students with low critical thinking skills need to improve thinking skills by planning the systematic learning through empowerment of metacognitive skills. This study aims to determine the correlation between critical thinking skills with the metacognitive skills on ecosystem material. This research was conducted at SMAN 13 Jakarta in year 2021/2022. The method used is a quantitative descriptive method with a correlation study. This research consists of two variables, namely critical thinking skills as independent variables and metacognitive skills as a dependent variable. The sample used was 135 students of class XI MIPA which had obtained the elected ecosystem material through the Simple Random Sampling technique. Data collection is done through survey techniques using critical thinking skills tests and metacognitive skills tests. Based on the results of the study obtained a correlation coefficient of 0, 346 in the correlation of critical thinking skills with student metacognitive skills on ecosystem material. The results of the analysis show that there is a positive correlation between critical thinking skills with student metacognitive skills on ecosystem material.</p><p> </p>

Inovasi Pembelajaran Model PBL dengan Desain FILA Chart Berbantuan Mindmaple Terhadap Keterampilan Metakognitif

This study aims to determine the effect of applying the Problem Based Learning (PBL) model with the FILA chart design with the aid of MindMaple on the metacognitive skills of class XI high school students on the excretory system material. This research was conducted at SMA Negeri 1 Palembang. The research method used is Quasi Experimental Design with the research design of Nonequivalent Control Group Design. Determination of the research sample using the Simple Random Sampling technique so that class XI IPA 6 was selected as the control class, XI IPA 7 as the experimental class, and XI IPA 8 as the placebo class with a total of 36 students in each class. Metacognitive skills are measured through a pre-test and a post-test with the instrument 3 essay questions with cognitive levels C4 to C6 which has been tested for validity and reliability. Data were analyzed using SPSS 25 program, hypothesis testing using ANCOVA test. The results of the ANCOVA test analysis showed that the application of the Problem Based Learning (PBL) model with the FILA chart design assisted by Mind Maple had a significant effect on the metacognitive skills of students at SMA Negeri 1 Palembang. Next The average results of the metacognitive skills final test scores sequentially show that the application of the PBL model with the FILA chart design with the aid of MindMaple is better than the application of the conventional learning model with the FILA chart design with the aid of MindMaple and conventional classes in improving students' metacognitive skills

Application of Problem-Solving Learning Model Based Blended Learning to Improve Students Metacognitive Skills on Reaction Rate Material

Application of Problem-Solving Learning Model Based Blended Learning to Improve Students Metacognitive Skills on Reaction Rate Material

The application of jigsaw cooperative learning model on the reaction rate material to train students metacognitive skills

This study aims to describe the implementation of the Jigsaw type cooperative learning model, student activities in the application of learning models, students' metacognitive skills, and student responses to the applied learning model. This research targets 34 students of class XI MIPA 5 SMAN 19 Surabaya with a One Group Pretest Posttest Design research design. The results obtained are 1) the learning model implementation obtained 96.42% and 99.52% with very good criteria. 2) The percentage of relevant student activities is greater than that of irrelevant students, namely 98.98% and 96.59%. 3) The students' metacognitive skills increased with the average gain score obtained belonging to the high criteria, including Planning Skills 0.90; Monitoring skills 0.82; and Evaluating skills 0.83. 4) Students' response to the applied learning model is good, where 93.3% of students respond positively.

Development of Blended Learning-Oriented Worksheets to Train Students Metacognitive Skills on The Rate of Reaction Material

Development of Blended Learning-Oriented Worksheets to Train Students Metacognitive Skills on The Rate of Reaction Material

ANALISIS KETERAMPILAN METAKOGNISI SISWA SMP DENGAN GAYA KOGNITIF REFLEKTIF-IMPULSIF DALAM PEMECAHAN MASALAH GEOMETRI

This study aims to analyze the metacognitive skills of students with reflective-impulsive cognitive style in solving geometry problems. This type of research uses descriptive qualitative methods. Data collection techniques used instruments in the form of a Metacognitive Awareness Inventory (MAI) questionnaire, a written test in the form of geometry questions in the form of a validated essay and interviews were conducted to obtain in-depth data. Subjects were selected using a purposive sampling technique based on the results of the MAI questionnaire filling test. The results showed that students who have high metacognitive awareness are able to perform the stages of metacognition skills in problem solving and tend to have a reflective-impulsive cognitive style. Students with reflective cognitive style are able to and through all stages of metacognitive skill processes in problem solving from the planning, monitoring and evaluating stages more thoroughly and in detail, requiring a long time to solve problems but the results obtained tend to be true or accurate and can perform and regulate cognitive activities and be aware of the metacognitive activities carried out. Meanwhile, students with an impulsive cognitive style perform the problem-solving stages of the planning, monitoring and evaluating stages, which seem rushed and tend to be less thorough. Students who have an impulsive cognitive style can perform the stages of metacognitive skills in problem solving but have not been able to manage all cognitive activities and are not aware of the metacognitive activities carried out. Keywords: reflective-impulsive cognitive style, metacognitive awareness, problem solving

VALIDATION OF THERMOCHEMISTRY SUPPLEMENT BOOK BASED PROBLEM SOLVING TO TRAIN STUDENTS METACOGNITIVE SKILLS

This research aims to know validity of thermochemistry suplement book based problem solving to train students metacognitive skills includes the content and construct. Content validity includes the suitability of the material and questions. Construct validity includes presentation and readability techniques. Problem solving model has 4 steps, that are understanding the problem, devising a plan, carrying out the plan, and lock back. Metacognitive skills consist of 3 components, namely planning, monitoring, and evaluating. The type of research used is the Research and Development (R&D) from Sugiyono. The supplement book was assessed by 3 experts in the field of chemical education using a validation instrument. The results showed that a chemical supplement book based on problem solving to train students' metacognitive skills on thermochemical material was very good with a score of 91.6% in content validation and 84.9% in construct validation.

The Role of Metacognitive Skills in Developing The 21st Century Skills

Metacognition is one of the most important dimensions of education in building knowledge, skills and character of students. The metacognitive skills are indispensable in developing the 21st century skills that must be mastered by students. This paper provides a review of literature that emphasizes on the 21st century skills that can be developed through the metacognition in learning. The finding reported the 21st century skills that can be developed in learning using the metacognitive skills included the ability in problem solving, critical thinking, reflective thinking and accessing information. As such, it can be concluded that the metacognitive skills of students can be one of the key factors in students’ successful in mastering the 21st century skills.

The Influence of Discovery Learning Model using PhET and Scientific Skills of Class XI High School Students

This study aims to determine the effect of interaction between discovery learning models and scientific attitudes on students metacognitive skills. The method used in this study is a quasi experimental design of treatment by level 2x2. The number of samples in this study was 144 high school grade XI students. The sample was divided into two, namely the control class and the experimental class. The control class was given learning using the free discovery model while the experimental class uses the guided discovery model by having high and low student scientific attitudes. After treatment was given to both groups, a test was conducted to find out the students metacognitive skills. Then compare the two results to see the interaction between learning models and scientific attitudes towards students metacognitive skills.

Analisis Keterampilan Metakognitif Peserta Didik Menggunakan Model Inkuiri Terbimbing pada Materi Laju Reaksi Berbasis Pembelajaran Daring

This study aims to analyze students' metacognitive skills using guided Inquiry models of reaction rate material based on online learning. The research subjects were students of 2 nd grade IPA 2 SMAN 1 Driyorejo in the academic year 2020/2021 totaling 33 students. The study used a quantitative descriptive method with One-Group Pretest-Posttest Design and techniques of data collections used test and questionnaire. The data analysis techniques used in this research was descriptive statistical analysis and inferential analysis. The results of this study showed an increase in the metacognitive skills of students using the guided Inquiry model on the reaction rate material based on online learning which could be seen from the results of the posttest scores being better than the pretest with the n-gain value of planning skills of 0.63 in medium category; n-gain of monitoring skills of 0.92 in high category; n-gain of evaluating skills of 0.65 in medium category. Based on inferential analysis using the Wilcoxon signed ranks test, it showed the significance of the indicators planning skill , monitoring skills , and evaluating skills with a value of 0,000 which 0,000 <0.05, means that the hypothesis is accepted. This indicated that learning using guided inquiry model had a significant effect on students’s metacognitive skills in the reaction rate material based on online learning.

IMPROVEMENT OF METACOGNITIVE SKILLS THROUGH WEB-BASED SCHOOLOGY BLENDED LEARNING WITH SCIENTIFIC APPROACH IN RATE REACTION

This research aims to describe the feasibility of blended learning, improvement of metacognitive skills, learning outcomes, as well as students' responses to Web-based Schoology blended learning with a scientific approach to the reaction rate material. The research used a pre-experimental design, namely One Group Pretest-Postest Design. The research was conducted in class XI IPA 3 SMAN 1 Gurah with 36 students without control’s class. The data collection techniques are used observation, test, and questionnaire. The data analysis methods used percentage, mean, paired t-test, and N-Gain test. The results showed that 1) Web-based Schoology blended learning was carried out very well criteria of 99.25%, 2) Metacognitive skills with Web-based Schoology blended learning got 0,534 improvement skills with good category. 3) Student learning outcomes also experienced completeness of 61,11% which states that the use of Web-based Schoology blended learning was good to improve learning outcomes 4) The response of students to the use of Web-based Schoology blended learning as a learning innovation using technology is considered good with 75% of students' responses. Generally, the Web-based Schoology blended learning was effective in improving students's metacognitive skills.

CORRELATION BETWEEN METACOGNITION ABILITY AND STUDENTS' SCIENCE PROCESS SKILLS ON CELLULAR BIOPROCESS MATERIALS

Metacognitive skills are required for students to manage and keep track of their understanding of fact-finding and concept-building by scientific process skills. This research aims to determine the correlation between metacognitive skills and students' scientific process skills on cell-based bioprocessing topics. The population of this study were all class of XI MIPA in one of SMA Negeri Kota Tasikmalaya. The research samples were 30 students from class XI MIPA 2 selected based on the purposive sampling method. The research instruments used contained an essay test consisted of 21 questions with indicators developed by Tawil and Liliasari to examine the scientific process skills. In contrast, the questionnaire adapted from the Metacognitive Awareness Inventory consisted of 50 positive statements with 4 Likert-scale-based alternative answers to examine the metacognitive skills. The normality and linearity test are conducted before performing the hypothesis test as a prerequisite. The hypothesis testing based on bivariate correlation and regression with an α of 0.05 showed a positive correlation between the two variables. The correlation coefficient with a value of 0.544 represents a moderate correlation between the two variables. The determination coefficient shows the contribution of 29.6% from the metacognitive skills in students' scientific process skills on cell-based bioprocessing topic.

Implementation of E-LKPD Virus Material based on Know-Learned (K-L) Strategy to Train Student Metacognitive Skills

Covid19 pandemic that emerged in 2020 caused learning to be carried out online, including in learning virus material. Virus material has abstract characteristics so it is difficult for students, proven by the average national exam in 2019, the result of virus material concept of 54.2 which is still below the minimum standard. Low learning outcomes can be overcome by metacognitive strategies. One type is Know-Learned. K-L that can be integrated into E-LKPD to help students achieve learning objectives. Based on these problems, research is needed on the application of E-LKPD using K-L metacognitive strategies on virus material during online learning. The research aims to describe the practicality and effectiveness of K-L E-LKPD using One-Group Pretest-Posttest Design. The research was conducted at SMAN 2 Mejayan on 26 students of X MIA 1 online. The results of the study the activities of students were 100% very practical category and the positive response of students was 92.1% belong to a very practical category. Learning outcomes based on the N-Gain score of 0.9 classified into a very high category, the completeness indicator items is 86.5% and the item sensitivity is 0.7. The results of the students' metacognitive skills were 3.375 very good categories based on four indicators namely: ability to determine initial and final knowledge; determine the level of confidence; comparing initial and final knowledge; and determine the score. These results conclude that the application of K-L E-LKPD on virus material is practical and effective in training students' metacognitive skills.
 Keywords: E-LKPD, virus, metacognitive Know-Learned, online learning

Understanding the Metacognitive "Space" and Its Implications for Law Students' Learning

This article builds upon our prior work, contributing to the growing literature addressing development of metacognitive skills in law students. Metacognitive skills include knowledge of strategies that impact thinking and learning, and regulation of thinking and learning related to specific learning tasks. Metacognitive skills are important for learning in law school as well as for successful lawyering. Herein we describe an empirical study of first-year law students that addresses four primary research questions: (1) What level of metacognitive knowledge and regulation do law students demonstrate when they enter law school? (2) Do law students’ metacognitive knowledge and regulation change during the first semester of law school? (3) Is there a relationship between law students’ academic performance and metacognitive knowledge and regulation? (4) Does instructional intervention impact law students’ metacognitive knowledge and regulation? In addressing these questions, we refined the qualitative instruments from our prior study to better capture the interplay between metacognitive knowledge and regulation. In so doing, a metacognitive “space” emerged that provides a visual tool for other researchers interested in assessing student metacognitive skills. We posit that the metacognitive “space” may further serve as a tool for instructors to promote development of metacognitive skills in students, and for students to self-reflect and intentionally regulate their learning. We found that most students enter law school lacking metacognitive knowledge but with some metacognitive regulation skills. The majority of students ended their first semester with knowledge. However, metacognitive knowledge was not associated with course performance nor was there an effect of instructional intervention on metacognitive knowledge. Metacognitive regulation, specifically use of strategies identified as most effective in law school, was associated with course performance, as was overall level of metacognitive regulation. While there was no effect of instructional intervention on the level of metacognitive regulation, intervention did result in more students reporting use of strategies such as fact patterns, hypotheticals, and working practice problems, strategies supporting both success in law school and successful lawyering. The article concludes with a discussion of the implications of the work for legal education and future directions for study and practice of metacognition. NOTE: Appendices are available upon email request from the authors.

Guided inquiry assisted by metacognitive questions to improve metacognitive skills and students conceptual understanding of chemistry

Metacognition is an aspect to build students’ understanding of chemistry. A preliminary study conducted at SMAN 4 Banjarmasin showed that students’ metacognitive skills in the learning process is still low. The Guided Inquiry Assisted by Metacognitive Questions (GIAMQ) is an alternative to improve students’ metacognition skills in the learning process. A research on the application of guided inquiry assisted by metacognitive questions on buffer solution learning material has been conducted to: (1) the implementation of teacher activity, (2) increased students activity, (3) enhancement of metacognitive skills and students conceptual understanding; (4) students response to learning. This study implemented an action research model, consisted of several stages: planning, action, observation, and reflection. The subjects of the research were students in class XI MIA 4 SMA Negeri 4 Banjarmasin with a total of 35 students. Research instruments in the form of test instruments and questionnaires. Data were analyzed using quantitative analysis techniques and qualitative analysis. The results showed that (1) teachers ability to implement GIAMQ were improved, from good enough to good category, (2) students activity during GIAMQ were improved, from active enough category to active, (3) students metacognitive skills were improved from began to develop category in cycle I to already well-developed category in cycle II, (4) conceptual understanding increased from 74.69% to 79.80%, (5) students response during in learning were categorized as good. Researchers concluded that implementation of GIAMQ can improve metacognition skills, conceptual understanding, activity, and students.