Metacognitive Abilities Questionnaire

2019 ◽  
Author(s):  
Martha Giraldo-O’Meara ◽  
Javier Fernández-Álvarez ◽  
Amparo Belloch
Keyword(s):  
Metacognitive Abilities

scholarly journals Analisis Kemampuan Metakognisi Siswa dalam Pemecahan Masalah Menggunakan Soal TIMSS ditinjau dari Perbedaan Gender

2021 ◽  
Vol 9 (2) ◽  
pp. 349-366
Author(s):  
Siti Nur Fatima ◽  
Zainul Munawwir ◽  
Lisma Dian Kartika Sari
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Data Collection ◽  
Male Student ◽  
Female Students ◽  
Mathematical Ability ◽  
Male And Female ◽  
Metacognitive Abilities ◽  
Data Collection Technique ◽  
Metacognitive Ability

Seeing the differences in the results of several previous studies on metacognitive abilities in problem solving, researchers are interested in examining students' metacognitive abilities in problem solving in terms of gender differences. This problem is important to study because it aims to determine the implementation of the metacognitive abilities of male and female students in problem solvingThe purpose of this study was to determine the metacognitive ability of male and female students in problem solving using TIMSS questions at SMP Al-Falah Pesanggrahan Jangkar for the 2020/2021 academic year. This type of research is descriptive qualitative. The subjects of this study were one male student and one female student from class VII SMP AL-Falah Pesanggrahan who had the same mathematical ability. Data collection techniques in this study were interviews, mathematical ability tests and TIMSS questions. Data analysis in this study was analyzed on each data collection technique. The results of data analysis showed that there was no difference in metacognitive ability in problem solving between male and female students. The metacognitive abilities of male and female students have been used well in problem solving. Both of them can explain their thinking process in every stage of problem solving.   Keywords: Metacognition Ability, Problem solving, TIMSS questions, Mathematical Ability, Gender Difference.  

scholarly journals ANALISIS KETERAMPILAN METAKOGNITIF DAN SIKAP ILMIAH SISWA MELALUI METODE PEMBELAJARAN INKUIRI

2019 ◽  
Vol 7 (2) ◽  
pp. 141
Author(s):  
Suriani Siregar
Keyword(s):  
Descriptive Analysis ◽  
Inquiry Learning ◽  
Descriptive Study ◽  
Metacognitive Skills ◽  
Learning Models ◽  
Scientific Attitude ◽  
Biology Students ◽  
Analysis Techniques ◽  
Metacognitive Abilities ◽  
Scientific Attitudes

This research is a descriptive study with the aim to analyze metacognitive skills and scientific attitudes of biology students on Genetic materials through inquiry learning models. This research was carried out in Universitas Gunung Leuser Aceh. The sample in this study is Biology students in semester VI totaled 24 students. Data on the ability of metacognitive skills were obtained by questionnaire while scientific attitude data were obtained by observation sheets. Data were analyzed with descriptive analysis techniques. The results is that the metacognitive skills of students is in the very good category (80,50%) while the students’ scientific attitude is in the good category (72,29%). The result shows that the inquiry learning models can improve biology students’ metacognitive abilities and scientific attitudes on Genetic materials.

scholarly journals APRENDIZAJE PARA LA GENERACIÓN DE CONOCIMIENTO

2020 ◽  
Vol 13 (3) ◽  
pp. 279
Author(s):  
Laura Elizabeth Cervantes Benavides
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Metacognitive Abilities ◽  
The Moment ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
The Way

Facing the problems for understanding student learning and the way that makes the relationship and integration of learned knowledge easier, this work is presented, which objective is to identify in the teaching-learning process, at the moment in which the individual relates and integrates the knowledge it acquires. In this document, the assumption was made is, In greater depth of reflection, the student strengthens his cognitive and metacognitive abilities.

Changing minds about climate change: a pervasive role for domain-general metacognition

2021 ◽  
Author(s):  
Manos Tsakiris ◽  
Neza Vehar ◽  
Stephen M Fleming ◽  
Sophie De Beukelaer ◽  
Max Rollwage
Keyword(s):  
Climate Change ◽  
Climate Science ◽  
Social Effects ◽  
Negative Evidence ◽  
Prior Beliefs ◽  
Domain Specific ◽  
The Face ◽  
Metacognitive Abilities ◽  
Insight Into

Updating one’s beliefs about the causes and effects of climate change is crucial for altering attitudes and behaviours. Importantly, metacognitive abilities - insight into the (in)correctness of one’s beliefs- play a key role in the formation of polarized beliefs. We investigated the role of domain-general and domain-specific metacognition in updating prior beliefs about climate change across the spectrum of climate change scepticism. We also considered the role of how climate science is communicated in the form of textual or visuo-textual presentations. We show that climate change scepticism is associated with differences in domain-general as well as domain-specific metacognitive abilities. Moreover, domain-general metacognitive sensitivity influenced belief updating in an asymmetric way : lower domain-general metacognition decreased the updating of prior beliefs, especially in the face of negative evidence. Our findings highlight the role of metacognitive failures in revising erroneous beliefs about climate change and point to their adverse social effects.

Autism, Metacognition, and the Deep Self

2017 ◽  
Vol 3 (4) ◽  
pp. 446-464
Author(s):  
NATHAN STOUT
Keyword(s):  
Autism Spectrum Disorders ◽  
Moral Responsibility ◽  
Empirical Evidence ◽  
Autism Spectrum ◽  
Cognitive States ◽  
Satisfactory Account ◽  
Spectrum Disorders ◽  
Metacognitive Abilities

ABSTRACT:Many ‘deep self’ theories of moral responsibility characterize the deep self as necessarily requiring that an agent be able to reflect on her own cognitive states in various ways. In this paper, I argue that these metacognitive abilities are not actually a necessary feature of the deep self. In order to show this, I appeal to empirical evidence from research on autism spectrum disorders (ASD) that suggests that individuals with ASD have striking impairments in metacognitive abilities. I then argue that metacognitive conceptions of the deep self are implausible insofar as they fail to give a satisfactory account of the responsibility of persons with autism.

scholarly journals Analysis of Students’ Metacognitive Abilities Judging from Gender Differences

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
M. Pradesta ◽  
H Bharata
Keyword(s):  
Monitoring And Evaluation ◽  
Equation System ◽  
Female Students ◽  
Male And Female ◽  
Mathematical Problems ◽  
Class Viii ◽  
Variable Equation ◽  
Three Stages ◽  
Metacognitive Abilities ◽  
And Control

Metacognition is a person's knowledge, awareness and control of the process and the results of his thinking, this study aims to describe the students' metacognitive abilities in solving problems with the Two Variable Equation System (SPLDV). The ability of Metacognition in this study consists of three stages: planning, monitoring, and evaluation. The research is descriptive qualitative. The subjects in this study from class VIII grade students of SMP Negeri 3 Bandar Lampung. Data collection techniques in this study were written tests, observations, interviews, and documentation. The data technique reduction data, presenting data and drawing conclusions. The results of research conducted on male and female students show that there is no difference in using the structure or ability that it already has to solve mathematical problems encountered. However, there are differences in the procedure for carrying out problem-solving. While the steps to plan and look again there are no differences in procedures and concepts.

scholarly journals Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review

2021 ◽  
Author(s):  
Rusly Hidayah ◽  
I Wayan Dasna ◽  
Parlan Parlan ◽  
Fauziatul Fajaroh
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Learning Method ◽  
Journal Articles ◽  
Asian Countries ◽  
Chemistry Students ◽  
Collaborative Problem ◽  
Metacognitive Abilities

Increasing the metacognitive abilities of chemistry students is an indisputable output of the teaching and learning process today. Collaborative problem based learning is a learning method that has been tested and proven to be applied, especially in Western countries in increasing the metacognitive abilities of students, but it is still very minimal applied in Asian countries, including Indonesia. Thus, this study was conducted to explore previous studies that examined collaborative problem-based learning in improving students' metacognitive abilities. The research design used in this study is a Systematic Literature Review with the requirements of the inclusion of articles on collaborative problem-based learning in improving the metacognitive abilities of chemistry students, accredited national and international publications between 2010 and 2020, full text, journal articles, and open access. The results of the exploration that were carried out found 102 articles, then the title and abstract were read into 20 articles, and 4 articles were read in full, which fulfilled all the stipulated inclusion requirements. The results of the systematic literature review conducted in this study provide empirical evidence of literacy that problem based learning improves the metacognitive abilities of chemistry students. However, most of research conducted still uses various instruments, which are not standardized and validated.

scholarly journals METACOGNITIVE ABILITIES’ ORGANIZATION AT STUDENTS

2019 ◽  
Keyword(s):  
Learning Style ◽  
Professional Education ◽  
Personal Control ◽  
Foreign Languages ◽  
Self Organization ◽  
Thinking Styles ◽  
Metacognitive Monitoring ◽  
Motor Test ◽  
Interference Test ◽  
Metacognitive Abilities

Present investigation is aimed on studying the student’s metacognitive abilities peculiarities depending on their professional education direction. The research is realized on a student’s sample of natural (Biology), philological (Foreign Languages) and mathematical (Mathematics) directions of learning. The following methods were used in the work: verbal-colour interference test (J. R. Stroop); motor test (J. Schwarzlander); third subtest of WAIS test; Thinking Styles Inventory (R. Sternberg); The Matching Familiar Figures Test (J. Kagan); Study of subjective control’s level (E. F. Bazhin, E. A. Golynkina, L. M. Etkind); «Analytical Review of Learning Style» (Rebecca L. Oxford). To determine the structure of metacognitive abilities, the method of factor analysis (Varimax raw) was carried out. As a result of factorization four factors were identified: metacognitive monitoring; personal control; self-organization of activity; activity programming. Each of the factors can be represented as a separate component of metacognitive abilities. The revealed structure corresponds to the concepts of J.H. Flavell, C.D Fritht, S.G. Paris and P. Winograd. Component “Metacognitive monitoring” is subject-nonspecific, it means that metacognitive knowledge does not depend on the field of professional education. Components “Self-Organization of Activity”, “Activity programming” and “Personal Control” have differences depending on the direction of student learning. Biology students (natural science) have a high level of “Self-organization of Activity” component. Students of the Faculty of Foreign Languages (philological direction) are characterized by the predominant development of the components “Self-organization of Activity” and “Activity programming”. Students of mathematics (mathematical direction) are distinguished by the developed components «Personality control» and «Activity programming». Subject-specific or subject-nonspecific nature of the components in the metacognitive abilities’ structure is summarised in conclusions.

scholarly journals The Effect of Metacognitive Ability on Learning Outcomes of Geography Education Students

2020 ◽  
Vol 2 (2) ◽  
pp. 82-90
Author(s):  
Faisal Arif Setiawan ◽  
Deasy Arisanty ◽  
Karunia Puji Hastuti ◽  
Akhmad Munaya Rahman
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Geography Education ◽  
Education Students ◽  
Education Department ◽  
Average Value ◽  
Metacognitive Abilities ◽  
Collection Methods ◽  
Metacognitive Ability

The objective of this study was to analyze the effect of metacognitive ability to improve the geography learning outcomes. This research is expo facto with a quantitative approach. Data was collected from 55 students from the geography education department. Data collection methods used in this study was questionnaires and documentation. The results showed that the metacognitive abilities of students had an average value of 44.57 or that metacognitive abilities were an insufficient category. There was a significant influence of metacognitive abilities on student learning outcomes as evidenced by t count = 6.508 > t table = 1.674. The contribution of the influence of metacognitive abilities on biogeography learning outcomes was equal to 0.444 or 44.4%, while the remainder of 66.6% was influenced by other factors.

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