Metacognitive Skills Of Students Research Articles

An investigation of students’ mathematical connection and metacognitive skills in the mathematical modelling process

The purpose of the study is to investigate the changing mathematical connection and metacognitive skills of students in the process of applying mathematical modelling. The data used for the study were collected from modelling activities, students’ written responses to modelling activities, audio recordings, semi-structured interviews, and observation notes. The data obtained were analysed using content analysis. As a result of the data analysis, it was found that metacognitive skills were used in each activity in the mathematical modelling process and were developed in interaction with each other. Although inter-concept and real-world connection skills are most commonly used in mathematical connection skills, modelling activities were found to enhance connection skills by allowing students to use connection skills with different disciplines and between different representations of the concept. It was found that metacognitive skills and mathematical connection skills develop interdependently, and it was found that mathematical modelling activities can be used as a tool for developing both of these skills.

“I Felt More Mentally Present”: Examining Student Metacognitive Skills, Perceived Stress, and Academic Resilience Before and After a Classroom Mindfulness Intervention

Mindfulness interventions continue to be a recommendation for improving student well-being, particularly in the aftermath of the COVID-19 pandemic and the rise in student-reported mental health challenges. However, in the abundance of research supporting these recommendations, fewer studies have integrated mindfulness into college classrooms. This study reports on a 6-week classroom mindfulness intervention in an introductory psychology course. Students (N = 91) completed pre- and post-intervention measures of mindfulness, metacognitive ability, perceived stress, and academic resilience, as well as open-ended items about their perceptions of the intervention. Mindfulness and metacognitive ability were significantly higher post-intervention, but not perceived stress and academic resilience. More frequent in-class practice predicted greater post-intervention changes in mindfulness, metacognitive ability, and perceived stress. Perceptions of the intervention were mixed, consistent with prior research showing mindfulness interventions are not universally well-received. Implications and recommendations for classroom use are discussed.

Apprendere ed insegnare nell’era degli ecosistemi digitali intelligenti: pratiche didattiche e nuove piste di ricerca

The integration of Artificial Intelligence (AI) in the educational context marks an advancement in the transition towards innovative educational paradigms, acting as a catalyst for the personalization and optimization of learning processes. Through the analysis of study strategies adopted by a sample of 118 students at the end of their secondary education cycle, this research investigates the impact of digital technologies (with a specific focus on the application of AI) on learning dynamics. Employing a laboratory approach, the metacognitive skills of students and their information processing study strategies are examined, implemented by the analysis of cognitive autobiographies and activities focused on knowledge visualization with and without the adoption of digital technologies (including AI technologies). The aim of this study is to raise critical awareness towards the processing and representation of knowledge by students to promote the development of innovative teaching methodologies that optimize the effective adoption of digital technologies in the teaching and learning process, outlining new directions for research and teaching practice in a continuously evolving field.

Development of mathematics learning modules with PBL models on the metacognitive skills of students

Development of mathematics learning modules with PBL models on the metacognitive skills of students

PBLRQA Strategy on Metacognitive Skills and Higher-order Thinking of Students in the Genetics Course

Low metacognitive abilities and high-level thinking cause students to have difficulty understanding genetics course material. This research aims to analyze the effectiveness of PBLRQA, PBL, and RQA strategies on students' metacognitive and higher-order thinking skills. This research uses a non-equivalent control group pretest-posttest design. Sampling was carried out on 118 students consisting of four classes using saturated sampling techniques. The research instruments used were observation sheets on lecturer and student activities, essay-based metacognitive skills tests, and multiple-choice tests on high-level thinking skills. Lecturer and student activity data were analyzed based on the percentage of indicators categorized as high and very high syntactically. Data on metacognitive skills and higher-order thinking were analyzed using the Normalized Gain and Independent Kruskal Wallis tests. Research findings show that implementing PBLRQA, PBL, and RQA strategies is ineffective in improving students' metacognitive and higher-order thinking skills. To follow up on these findings, further research is needed to explore the involvement of learning styles and social support on students' metacognitive skills and higher-order thinking skills, focusing on implementing PBLRQA and RQA strategies.

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.

Pengaruh Minat Belajar Dan Pengalaman Belajar Terhadap Keterampilan Metakognitif Peserta Didik Madrasah Aliyah Dalam Pembelajaran Matematika

This study was undermined by a mathematical learning process that focused on the results resulting in a decrease in student interest and less varied learning experience, which had an impact on the metacognitive skills of the student. The study aims to identify the influence of learning interest and learning experience on student's metacognitive skills. This research uses field studies with a quantitative approach. So it can be concluded that: 1) interest in learning has a strong relationship ( 0,901) and has a positive and significant influence on metacognitive skills of 81.2%; 2) learning experiences have a strong link ( 0,869) and have a positive, significant impact on meta-cognitive skills of 75.5%; 3) learning interests and learning experiences are strongly linked ( 0,915) and have an active and significant effect on meta - cognitive abilities of 83.8% both partially and simultaneously.

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.