scholarly journals METACOGNITIVE ASSESSMENT IN PSYCHOPATHOLOGY: THE METACOGNITIVE ABILITIES QUESTIONNAIRE (MAQ)

2019 ◽  
Keyword(s):  
Metacognitive Abilities ◽  
Metacognitive Assessment

scholarly journals Pemberdayaan metakognitif mahasiswa melalui model pembelajaran jinemam

2020 ◽  
Vol 5 (01) ◽  
Author(s):  
Dwi Candra Setiawan ◽  
Deni Setiawan
Keyword(s):  
Biology Education ◽  
Learning Model ◽  
Research Data ◽  
Implementation Model ◽  
Class A ◽  
Class B ◽  
Quasi Experimental ◽  
Metacognitive Abilities ◽  
Essay Tests ◽  
Metacognitive Assessment

The implementation model of learning that empowers students metacognitive has not run optimally. The jinemam learning model is a learning model developed to empower students' metacognitive abilities. This study aims to determine the effect of jinemam on students' metacognitive. The research used was a quasi-experimental study, where the sample is 2016 batch students of Biology Education. Class A as an experimental class and class B as a control class. The instruments used were syllabus, SLP (Semester Lecture Plan), essay tests and metacognitive assessment rubrics. Research data in the form of quantitative data obtained from the pretest and posttest scores and metacognitive assessment rubric scores. Analysis of research data was performed with the ANACOVA test through SPSS 22 software. The results showed that there was an influence of the jinemam learning model on the metacognitive abilities of students (p <0.05). Thus, the conclusion of this research is the learning model of jinemam influences the students' metacognitive abilities.

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.

scholarly journals Metacognition in Human Factors: The Rewards and Consequences of Repeated Assessment

2019 ◽  
Vol 63 (1) ◽  
pp. 1276-1277
Author(s):  
Lisa Vangsness ◽  
Michael E. Young
Keyword(s):  
Visual Search ◽  
Human Factors ◽  
Search Task ◽  
Visual Search Task ◽  
Impact Performance ◽  
Metacognitive Judgments ◽  
And Performance ◽  
Metacognitive Assessment ◽  
Focal Task ◽  
Repeated Assessment

Recent publications have encouraged researchers to consider how metacognition affects users’ judgments of usability and workload by integrating metacognitive assessments with traditional testing paradigms. However, the repercussions of collecting these measures concurrently are unknown. We used a visual search task to determine how the frequency of metacognitive assessments affected metacognitive accuracy and performance. Frequent assessments did not impact performance on the focal task; however, they did reduce the accuracy of participants’ metacognitive judgments by about 7%. This finding suggests that researchers should consider context when selecting a metacognitive assessment strategy.

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.

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