scholarly journals Teachers Efforts in Understanding the Factual, Conceptual, Procedural and Metacognitive Assessment Using the Revised 2013 Curriculum

2020 ◽  
Vol 19 (5) ◽  
pp. 186-199
Author(s):  
Hermayawati Hermayawati
Keyword(s):  
Metacognitive Assessment

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.

Different Components of Metacognition and their Relationship to Psychotic-Like Experiences

2009 ◽  
Vol 38 (1) ◽  
pp. 49-57 ◽  
Author(s):  
Clare Reeder ◽  
Teuta Rexhepi-Johansson ◽  
Til Wykes
Keyword(s):  
Principal Components Analysis ◽  
Principal Components ◽  
Cognitive Skills ◽  
Psychotic Symptoms ◽  
Supporting Evidence ◽  
University Campuses ◽  
Cognitive Regulation ◽  
Metacognitive Beliefs ◽  
Components Analysis ◽  
Metacognitive Assessment

Background: Theories of the development of psychotic symptoms have suggested that metacognitive beliefs might play a part. However, studies offering supporting evidence have failed to distinguish between metacognitive beliefs about the consequences of having certain thoughts, and metacognitive beliefs about one's own cognitive skills. Aims: To distinguish metacognitive beliefs and investigate the extent of their association with psychotic-like experiences. Method: Participants were 60 healthy adults recruited primarily from two university campuses. Three measures of metacognition were administered: (i) Metacognitions Questionnaire (MCQ-30); (ii) Metacognitive Assessment Inventory; and (iii) Koriat General Questions Test; and two schizotypy questionnaires: O-Life and SPQ-B and data were analysed using an exploratory principal components analysis of the metacognition measures. Results: Three principal components were identified: (i) Beliefs about thoughts; (ii) Cognitive confidence; and (iii) Beliefs about cognitive regulation. Only the “beliefs about thoughts” component was significantly associated with the “psychotic-like experiences” factor, extracted from the measures of schizotypy. Conclusions: The finding supports theories suggesting that psychotic symptoms may be caused in part by negative metacognitive beliefs about thoughts. However, metacognition is a complex construct that is currently poorly understood.

scholarly journals Metacognitive Assessment Model for Student Project-Based Learning through the Blended Learning Practice MOOCs

2021 ◽  
Author(s):  
Ridwan Daud Mahande ◽  
Fitrah Asma Darmawan ◽  
Jasruddin Daud Malago
Keyword(s):  
General Education ◽  
Blended Learning ◽  
Vocational Education ◽  
Multiple Choice ◽  
Assessment Method ◽  
Project Based Learning ◽  
Skill Assessment ◽  
Learning Assessments ◽  
And Performance ◽  
Metacognitive Assessment

Online or blended learning assessments through LMS-MOOCs carried out in the world of education today tend to be multiple-choice assessments that are only based on low-level cognitive. In fact, to measure the metacognitive of students is quite difficult, if only using the form of multiple choice questions. Therefore, it takes the form of questions and assessments that allow students to explore their reflective and metacognitive thinking according to the characteristics of the education they are attending. Vocational education tends to apply a project-based learning (PjBL) model that requires authentic and performance-based learning assessment methods. Therefore, it is necessary to develop an appropriate blended metacognitive skill assessment rubric instrument for vocational education. Metacognitive assessment was developed using research and development procedures, with students as subjects in vocational education in Makassar, Indonesia. The integration between elements of metacognitive skills: planning, monitoring, and evaluation with self-peer-teacher assessment can be an assessment method to measure students’ metacognitive thinking skills in PjBL. Especially metacognitive assessment through blended learning practice MOOCs that are in accordance with the characteristics of vocational education and can be adopted by general education.

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.

scholarly journals PENGARUH METAKOGNITIF TERHADAP HASIL BELAJAR PADA MATA PELAJARAN EKONOMI MELALUI EFIKASI DIRI SISWA

2018 ◽  
Vol 6 (2) ◽  
pp. 121
Author(s):  
Lasmita Sihaloho ◽  
Agus Rahayu ◽  
Lili Adi Wibowo
Keyword(s):  
Random Sampling ◽  
Metacognitive Assessment

Penelitian ini bertujuan untuk meneliti pengaruh metakognitif terhadap hasil belajar ekonomi melalui efikasi diri. Pengukuran metakognitif menggunakan the metacognitive assessment inventory (MAI) yang mengukur pengaturan kognisi dan pengetahuan kognisi. Pengukuran hasil belajar menggunakan nilai Ujian Akhir Semester (UAS) mata pelajaran Ekonomi. Pengukuran efikasi diri mencakup magnitude atau level, strength, dan generality. Populasi dalam penelitian ini adalah semua siswa kelas XI IPS SMA di Bandung. Sampel sebanyak 362 siswa diambil dengan menggunakan teknik proporsional random sampling. Metode penelitian adalah survey menggunakan pendekatan deskriptif. Data dianalisis dengan analisis jalur (path anlysis). Hasil penelitian menunjukkan bahwa (1) Sebagian besar siswa kelas XI IPS SMA di Bandung memiliki: tingkat metakognitif tinggi, tingkat efikasi diri tinggi, dan hasil pembelajaran ekonomi dalam kategori sedang; (2) Metakognitif berpengaruh positif dan signifikan terhadap efikasi diri; (3) Metakognitif berpengaruh positif dan signifikan terhadap hasil belajar ekonomi baik secara langsung maupun tidak langsung (melalui efikasi diri).

scholarly journals With his memory magnetically erased, a monkey knows he is uncertain

2009 ◽  
Vol 6 (2) ◽  
pp. 160-162 ◽  
Author(s):  
David A. Washburn ◽  
Jonathan P. Gulledge ◽  
Michael J. Beran ◽  
J. David Smith
Keyword(s):  
Cognitive Processing ◽  
Cerebral Hemisphere ◽  
Magnetic Stimulation ◽  
Recognition Accuracy ◽  
Memory Task ◽  
Visual Images ◽  
Targeted Disruption ◽  
Divided Visual Field ◽  
Metacognitive Assessment ◽  
Images Recognition

Although intelligence is associated with what one knows, it is also important to recognize and to respond adaptively when one is uncertain. This competency has been examined developmentally and comparatively, but it is difficult to distinguish between objective versus subjective cues to which organisms may respond. In this study, transcranial magnetic stimulation was used to disrupt cognitive processing by a rhesus monkey ( Macaca mulatta ) in a computerized divided visual field memory task. When magnetic stimulation disrupted neural activity in the cerebral hemisphere that initially processed the visual images, recognition accuracy declined and use of the uncertain response significantly increased, relative to control conditions. Thus, the monkey tended to respond adaptively when he did not know the answer—where uncertainty was produced by targeted disruption of the neural processing of a stimulus—even in the absence of external, objective cues to corroborate his subjective, metacognitive assessment of uncertainty.

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