scholarly journals Analisis Tingkat Kemampuan Metakognitif Mahasiswa Melalui Mai (Metacognitive Awareness Inventory) Pada Eksperimen Berbasis Problem Solving

Kodifikasia ◽  
2018 ◽  
Vol 12 (1) ◽  
pp. 35
Author(s):  
Faninda Novika Pertiwi ◽  
Ahmadi Ahmadi ◽  
Wirawan Fadly
Keyword(s):  
Problem Solving ◽  
Metacognitive Awareness ◽  
Metacognitive Awareness Inventory

Pembelajaran fisika harus bermakna, yaitu didalamnya menekankan pada fisika sebagai produk, sebagai proses, dan sebagai sikap. Dua hal dalam pembelajaran fisika yang tidak dapat dipisahkan yaitu pengamatan dalam eksperimen dan telaah teori. Eksperimen fisika hendaknya memungkinkan mahasiswa terlibat langsung dalam segala proses mulai dari tahap merumuskan tujuan eksperimen sampai mengambil kesimpulan dari eksperimen yang telah dilakukan. Salah satu metode yang dapat memfasilitasi keberhasilan tujuan eksperimen fisika adalah dengan metode problem solving. Tujuan dari penelitian ini adalah untuk menganalisis tingkat kemampuan metakognitif mahasiswa yang melaksanakan eksperimen fisika dasar berbasis problem solving di IAIN Ponorogo melalui MAI (Metacognitive Awareness Inventory) serta untuk menjelaskan keterkaitan antar indikator (perencanaan diri, pemonitoran diri, dan evaluasi diri) pada kemampuan metakognitif mahasiswa. Data yang dihasilkan penelitian ini adalah data kemampuan metakognitif mahasiswa yang telah diukur menggunakan lembar kuesioner MAI (Metacognitive Awareness Inventory). Analisis data yang digunakan yaitu analisis korelasi product moment. Hasil penelitian yang didapatkan yaitu bahwa eksperimen fisika dasar berbasis problem solving ini sangat baik untuk mengoptimalkan kemampuan metakognitif mahasiswa. Hal ini terbukti ketika eksperimen fisika dasar yang dilaksanakan berbasis problem solving ternyata tingkat kemampuan metakognitif mahasiswa mencapai 153,459 yang artinya tingkat kemampuan metakognitif mahasiswa pada kategori super (berkembang sangat baik). Hal ini menandakan bahwa mahasiswa menggunakan kesadaran metakognitif secara teratur untuk mengukur proses berpikir dan belajarnya secara mandiri. Selain tingkat kemampuan metakognitif, ternyata ada keterkaitan antar ketiga indikator kemampuan metakognitif. Keterkaitan indikator perencanaan diri dan pemonitoran diri adalah sebesar 0,901, keterkaitan indikator pemonitoran diri dan evaluasi diri adalah sebesar 0,891, dan keterkaitan indikator perencanaan diri dan evaluasi diri adalah sebesar 0,926. Ketiganya menunjukkan korelasi positif yang sangat kuat.

scholarly journals Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

2021 ◽  
Vol 6 (3) ◽  
pp. 239-259
Author(s):  
Alper Yorulmaz ◽  
Hümeyra Uysal ◽  
Halil Çokçaliskan
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Metacognitive Awareness ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Metacognitive Awareness Inventory ◽  
The Relationship

Metacognitive awareness is a variable that is thought to affect beliefs in  problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.

Greek teachers’ metacognitive awareness on reading strategies

2018 ◽  
Vol 5 (1) ◽  
pp. 68-74
Author(s):  
Maria Koulianou ◽  
Stavroula Samartzi
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
School Teachers ◽  
Regulation Of Cognition ◽  
Metacognitive Reading Strategies ◽  
Metacognitive Awareness Inventory ◽  
Of Greece

The purpose of the present study was to enlighten teachers’ metacognitive awareness of reading strategies. Several inventories concerning students’ metacognitive reading strategies have been developed but none of them refers to teachers’ metacognitive awareness. Teachers’ metacognition is the least explored area in education. The scope was to investigate teachers’ metacognitive awareness of their reading strategies via Metacognitive Awareness Inventory and Metacognitive Awareness Inventory for Teachers tools. During the study, 290 high school teachers from different regions of Greece participated in questionnaire procedure. The analysis of the results showed that teachers more often use problem-solving and global than support-type strategies. The analysis of both inventories revealed a higher significant correlation between regulation of cognition and metacognitive reading strategies. The findings of this study showed that teachers’ metacognitive reading strategies remain implicit. Furthermore, investigation is recommended. Keywords: Metacognitive awareness, metacognitive reading strategies, MARSI, MAIT, teachers.

Investigation of the correlation between college students’ success with stoichiometry subproblems and metacognitive awareness

2020 ◽  
Vol 98 (11) ◽  
pp. 676-682
Author(s):  
O. Gulacar ◽  
C. Cox ◽  
E. Tribble ◽  
N. Rothbart ◽  
R. Cohen-Sandler
Keyword(s):  
General Chemistry ◽  
Problem Solving ◽  
Focus Group ◽  
Metacognitive Awareness ◽  
Coding System ◽  
General Group ◽  
Problem Solving Skills ◽  
Key Concepts ◽  
Metacognitive Awareness Inventory ◽  
Students Success

The development of problem-solving skills — particularly with stoichiometry concepts — is paramount for succeeding in a general chemistry sequence. Key concepts related to problem solving and stoichiometry were analyzed and reported in this paper. The study analyzed retention of stoichiometry concepts over two consecutive quarters, the correlations between metacognition and success, and the correlations between the COSINE (Coding System for Investigating Subproblems and the Network) codes with the categories measured by the Metacognitive Awareness Inventory (MAI). Two cohorts, identified as the general and focus groups, were evaluated in the study. The general group (n = 39) took MAI in the Fall quarter and completed one multi-step question as a part of their regular exam. Concurrently, the focus group (n = 20) participated in a think-aloud session in which they solved six stoichiometry questions. Using a 95% confidence level, statistical differences between the fall and winter problem-solving performances were observed with the focus group. Furthermore, statistically significant correlations (using a 95% level of confidence) were observed between the MAI categories and the COSINE codes.

scholarly journals Students' Metacognitive Awareness and Physics Problem Solving ability and Correlation between Them

2020 ◽  
Vol 9 (2) ◽  
pp. 207-215
Author(s):  
Siti Rahayu ◽  
Erina Hertanti
Keyword(s):  
Problem Solving ◽  
Direct Current ◽  
Random Sampling ◽  
Sampling Technique ◽  
Metacognitive Awareness ◽  
Ability Test ◽  
12Th Grade ◽  
Medium Level ◽  
Sample Technique ◽  
Metacognitive Awareness Inventory

This study investigates the correlation between metacognitive awareness and students’ problem-solving ability level in direct current electricity concepts. This study is conducted in 2019 in one of the Senior High Schools in South Tangerang. There are 126 students of 12th grade majoring in Science (XII MIA) as the sample. A proportionate stratified random sampling technique chooses the sample. It is the choosing sample technique used randomly and proportionally that focused on the population's level. The method of the study is correlational. The study instruments are 45 Metacognitive Awareness Inventory (MAI) statements and seven essay questions of problem-solving ability test. The result of the Person Product Moment correlation and the significant test shows that metacognitive awareness has a positive and significant correlation with students’ problem-solving ability to direct current electricity concepts. Moreover, it is known that students’ metacognitive awareness and problem-solving ability are at a medium level.

scholarly journals Learner metacognition and mathematics achievement during problem-solving in a mathematics classroom

2013 ◽  
Vol 9 (3) ◽  
Author(s):  
Stephan Du Toit ◽  
Gawie Du Toit
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Mathematics Classroom ◽  
Metacognitive Awareness ◽  
Quantitative Methodology ◽  
Two Phase ◽  
Phase Approach ◽  
And Mathematics ◽  
Problem Solving Process ◽  
Metacognitive Awareness Inventory

In this investigation the level of learner metacognition as well as the level of mathematics achievement during problem-solving in a mathematics classroom was investigated. Learner metacognition plays a pivotal role during the problem-solving process and when the problem-solving is successful it can be viewed as evidence of high achievement in mathematics. Data were collected from one intact Grade 11 class of 25 girls. A word problem was given to the learners to solve individually. The learners recorded their thoughts relating to the problem as well as the calculations that corresponded to their thoughts. The level of achievement of the learners were analysed by noting calculation and conceptual errors in the solving of the problem. The learners’ level of metacognition was determined by analysing the written account of their thoughts and comparing it to the items on an adapted Metacognitive Awareness Inventory (MAI). Strong evidence was obtained from the recorded thoughts of learners that their metacognitive behaviours corresponded to the first three phases of Polya’s problem-solving model, but there was no evidence of metacognitive behaviours that corresponded with Polya’s fourth phase (Looking back) of problem-solving. It was further determined that the learners’ metacognitive awareness during the problem-solving session did not relate to the subscale Evaluation of the MAI. It was thus evident that the learners were not reflecting on the validity and correctness of their own solution. In this study a qualitative one- phase approach was used to examine the process of intervention, as well as a two-phase approach on the qualitative data which was also embedded in the quantitative methodology prior to and after the intervention phase (two-phase approach).

Junior Metacognitive Awareness Inventory--Brazilian Version

2019 ◽  
Author(s):  
Geisiele de Souza Teotonio ◽  
Geida Maria Cavalcanti de Sousa ◽  
Leonardo Rodrigues Sampaio ◽  
Nilton Soares Formiga ◽  
Geazi Rosa Oliveira Teotonio
Keyword(s):  
Metacognitive Awareness ◽  
Brazilian Version ◽  
Metacognitive Awareness Inventory

Metacognitive Awareness Inventory--Portuguese Version; Short Version

2020 ◽  
Author(s):  
Rui Bártolo-Ribeiro ◽  
Francisco Peixoto ◽  
Joana R. Casanova ◽  
Leandro S. Almeida
Keyword(s):  
Metacognitive Awareness ◽  
Short Version ◽  
Portuguese Version ◽  
Metacognitive Awareness Inventory

scholarly journals Conciencia metacognitiva en docentes de diferentes áreas de dominio en una universidad pública de Manizales (Colombia)

2021 ◽  
Author(s):  
Carmen Dussan Lubert ◽  
Francisco Javier Ruiz-Ortega ◽  
Diana Marcela Montoya Londoño
Keyword(s):  
Metacognitive Awareness ◽  
Las Mujeres ◽  
Metacognitive Awareness Inventory

El presente artículo de investigación tuvo como objetivo describir la conciencia metacognitiva de una muestra de docentes universitarios y establecer posibles diferencias por género y áreas de dominio. Se realizó un estudio descriptivo correlacional de carácter transversal con una muestra de 323 docentes de una universidad pública colombiana, que fueron evaluados con el inventario de conciencia metacognitiva para el docente (metacognitive awareness inventory for teachers, mait). Para ello se analizaron los componentes del conocimiento (declarativo, procesual, y condicional) y de la regulación (planificación, monitoreo y evaluación); los análisis estadísticos se adelantaron mediante el software estadístico xlstat 2014. Entre los resultados se encontró, para todos los ítems, correlación significativa. Al comparar las medianas por sexo, se evidenciaron diferencias para el caso de la regulación metacognitiva, con un mejor desempeño para las mujeres. No se encontraron diferencias por área de dominio, salvo para el caso de los docentes del área de ciencias de la educación. Se recomienda en próximos estudios considerar variables como la edad, el nivel de formación y los años de experiencia docente, dado que podrían ser variables de interés en el análisis del constructo.

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