The relationship between metacognitive skills and students’ achievement analyzed using problem based learning

2017 ◽  
pp. 173-176
Author(s):  
B. Milama ◽  
N.A. Damayanti ◽  
D. Murniati
Keyword(s):  
Problem Based Learning ◽  
Metacognitive Skills ◽  
The Relationship

scholarly journals Hubungan antara Keterampilan Metakognitif dan Retensi Siswa melalui Model Pembelajaran Problem Based Learning

2019 ◽  
Vol 4 (7) ◽  
pp. 892
Author(s):  
Warni Makmur ◽  
Aloysius Duran Corebima ◽  
Abdul Gofur
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Regression Line ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Correlation Study ◽  
Metacognitive Skills ◽  
Line Equation ◽  
The Relationship

<p class="Abstrak"><strong>Abstract:</strong> This study aimed to determine the relationship between metacognitive skills and retention of student learning outcomes, as well as the amount of contribution given by metacognitive skills to retention of student learning outcomes. This study was a correlation study. The population were all students of class X (ten) of SMAN 7 Kota Malang. The sample used was class X MIPA 2 students of SMAN 7 Malang which consisted of 34 students. The result showed that there is a relationship between metacognitive skills and retention of student learning outcomes that form the regression line equation Y = 54,712 + 0,253X with the contribution of metacognitive skills to retention of learning outcomes by 17,5%.</p><strong>Abstrak:</strong> Tujuan penelitian menganalisis hubungan keterampilan metakognitif siswa terhadap retensi siswa dan besar sumbangan keterampilan serta besarnya sumbangan yang diberikan keterampilan metakognitif terhadap retensi siswa. Penelitian ini merupakan penelitian korelasi. Populasi penelitian seluruh siswa kelas X SMAN 7 kota Malang. Sampel penelitian terdiri dari 34 siswa kelas X MIPA 2 SMAN 7 kota Malang. Pengambilan data pada saat <em>posttest</em> dan tes retensi. Temuan penelitian menunjukkan terdapat hubungan antara keterampilan metakognitif siswa terhadap retensi yang dibelajarkan dengan model PBL membentuk persamaan garis regresi Y= 54,712 + 0,253X sehingga sumbangan keterampilan metakognitif terhadap retensi siswa 17,5%.

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

scholarly journals The relationship between student perceptions of tutor performance and tutors' background in problem-based learning in South Korea

2011 ◽  
Vol 2 ◽  
pp. 7-11 ◽  
Author(s):  
Eun-Kyung Chung ◽  
Maurice A. Hitchcock ◽  
Sun-A Oh ◽  
Eui-Ryoung Han ◽  
Young-Jong Woo
Keyword(s):  
South Korea ◽  
Student Perceptions ◽  
Problem Based Learning ◽  
The Relationship

May problem-based learning get higher evaluation from student?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Qiuju Yin ◽  
Chenxi Guo ◽  
Chao Dong ◽  
Tianmei Wang
Keyword(s):  
Curriculum Design ◽  
International Student ◽  
Problem Based Learning ◽  
Probit Model ◽  
Content Type ◽  
Research Perspectives ◽  
Individual Perception ◽  
Different Dimensions ◽  
Embedding Degree ◽  
The Relationship

Purpose The paper aims to explore the effect of problem-based learning (PBL) embedding degree and education level on individual perception, as well as the moderating effect of nationality. Design/methodology/approach The paper first conceptualizes PBL embedding degree which means the extent of applying PBL. It takes an empirical study on an international MBA class in one of the first-class universities in China. An investigation is taken with the designed “PBL-based Cognitive Perception Scale” and an Ordered Probit Model is constructed. Findings The findings of this study are as follows: PBL embedding degree has a significant effect on the cognitive perception of student, which varies in different dimensions; the educational level of international student positively affects the cognitive perception toward PBL; and nationality may moderate the relationship between the PBL embedding degree and individual perception. Originality/value The paper replenishes the investigation and application of Bloom’s Taxonomy of Learning. By conceptualizing PBL embedding degree, the paper extends the research perspectives of PBL and proposes a subjective method on the evaluation of PBL. The paper also may provide a guidance for PBL curriculum design with sustainable development of education.

scholarly journals Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course

2014 ◽  
Vol 13 (2) ◽  
pp. 322-330 ◽  
Author(s):  
Brittany Ziegler ◽  
Lisa Montplaisir
Keyword(s):  
Learning Process ◽  
Student Perception ◽  
Metacognitive Skills ◽  
Lower Quartile ◽  
Significant Difference ◽  
Males And Females ◽  
Upper Level ◽  
The Relationship

Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students’ perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest approach. Significant differences in students’ perception of their knowledge and their determined knowledge exist at the beginning (pretest) and end (posttest) of the course. Alignment between student perception and determined knowledge was significantly more accurate on the posttest compared with the pretest. Students whose determined knowledge was in the upper quartile had significantly better alignment between their perception and determined knowledge on the pre- and posttest than students in the lower quartile. No difference exists between how students perceived their knowledge between upper- and lower-quartile students. There was a significant difference in alignment of perception and determined knowledge between males and females on the posttest, with females being more accurate in their perception of knowledge. This study provides evidence of discrepancies that exist between what students perceive they know and what they actually know.

The relationship between professional behaviour grades and tutor performance ratings in problem-based learning

2006 ◽  
Vol 40 (2) ◽  
pp. 180-186 ◽  
Author(s):  
Diana HJM Dolmans ◽  
Scheltus J Luijk ◽  
Ineke HAP Wolfhagen ◽  
Albert JJA Scherpbier
Keyword(s):  
Problem Based Learning ◽  
Performance Ratings ◽  
Professional Behaviour ◽  
The Relationship
Sign in / Sign up

Export Citation Format

Share Document