scholarly journals The Validity and Effectiveness of the Reflective-Metacognitive Learning Model to Improve Students’ Metacognition Ability in Indonesia

2019 ◽  
Vol 16 (Number 2) ◽  
Author(s):  
Muhali Muhali ◽  
Leny Yuanita ◽  
Leny Yuanita
Keyword(s):  
Experimental Study ◽  
High School Students ◽  
Construct Validity ◽  
Content Validity ◽  
Metacognitive Knowledge ◽  
Control Group ◽  
Metacognitive Skills ◽  
Cml Model ◽  
Metacognitive Learning ◽  
Metacognitive Ability

Purpose - This study investigated the content and construct validity of the Reflective-Metacognitive Learning (RML) Model, and the effectiveness of the RML Model in comparison with Cognitive-Metacognitive Learning (CML) Model in improving students’ metacognitive knowledge, skills, and awareness after the learning process. Methodology - This experimental study began with developing the RML Model, which covered planning, development and evaluation. A focus group discussion involving four experts in science education was conducted to determine the validity of the RML Model and its supporting devices in terms of content validity and construct validity. An experimental study using a randomized pretest-posttest control group design was then implemented on forty senior high school students to evaluate the effectiveness of the RML Model against the CML Model. Data were analyzed descriptively and statistically. Findings - The results showed that the RML Model was highly valid in terms of content validity and construct validity, Metacognitive knowledge increased to a high degree, while metacognitive skills and awareness increased to a medium degree. Based on the results, it was concluded that the RML Model was valid and more effective than the CML Model in terms of improving students’ metacognitive ability. Significance - The RML Model, which is marked by the reflection of thinking processes as the core, is expected to improve students' metacognitive ability.

Development of a Depression Locus of Control Scale

1987 ◽  
Vol 60 (2) ◽  
pp. 583-589 ◽  
Author(s):  
Laurie Whitman ◽  
Sharon M. Desmond ◽  
James H. Price
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Construct Validity ◽  
Content Validity ◽  
Discriminant Validity ◽  
Reading Level ◽  
School Students ◽  
Control Scale ◽  
Validity Criterion

A 12-item Depression Locus of Control Scale was given to 117 white high school students. The scale has three subscales, internal (4 items), chance (4 items), and powerful others (4 items). Reliability assessed by test-retest was .55 and Cronbach alphas were for the subscales listed above .63, .73, and .66, respectively. Content validity, criterion-related validity, construct validity, and discriminant validity were examined. Reading level was at the eighth grade. It is recommended that the more specific Depression Locus of Control Scale be used in studies of depression.

scholarly journals Socioscientific Decision Making in the Science Classroom: The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Sabina Eggert ◽  
Frauke Ostermeyer ◽  
Marcus Hasselhorn ◽  
Susanne Bögeholz
Keyword(s):  
Decision Making ◽  
High School Students ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Science Classroom ◽  
Socioscientific Issues ◽  
Control Group ◽  
Metacognitive Skills ◽  
Cooperative Training ◽  
Training Strategies

The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both “describing socioscientific issues” as well as “developing and evaluating solutions” to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group. Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making. However, students in the COOP+META condition did not outperform students in the COOP condition. With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time. Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant. Implications for integrating metacognitive instructions into science classrooms are discussed.

scholarly journals PENGARUH PEMBELAJARAN RECIPROCAL TEACHING DIPADUKAN THINK PAIR SHARE TERHADAP PENINGKATAN KEMAMPUAN METAKOGNITIF BELAJAR BIOLOGI SISWA SMA BERKEMAMPUAN AKADEMIK BERBEDA DI KABUPATEN SIDOARJO

2013 ◽  
Vol 3 (2) ◽  
pp. 85-109 ◽  
Author(s):  
Nur Effendi
Keyword(s):  
High School Students ◽  
Learning Strategy ◽  
Total Sample ◽  
Reciprocal Teaching ◽  
Average Score ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Student Centered Learning ◽  
Metacognitive Ability

   In the globalization era, the world is developed without the boundary, the development of the sciences and technologies have been needed by people in the nation, to increase the quality of education. In the biology (sciences) has been needed to adapt student-centered learning paradigm than the teacher-centered. The purposes of the study are to apply the Reciprocal Teaching (RT), Think Pair Share (TPS), Reciprocal Teaching Plus Think Pair Share (RT+TPS) learning strategic to increase the metacognitive ability in learning biology for the senior high school students in Sidoarjo with different academic capability. The study is a quasi experiment. The research design is pre-post test non-equivalent control group design with the 4x2 factorial pattern. The total sample is 240 students. Data are subjected to the ANACOVA statistic and followed by the LSD test with 0.05 significance degree. The result of inferential analysis indicates that the learning strategy and academic capability influenced the metacognitive ability students. The average score metacognitive ability remarks in the RT+TPS with remarks 77.73 and the higher 1.65% than TPS with remarks 76.44, but the really different and the higher 2.92% than RT with remarks 75.45, 4.33% than the Conventional with remarks 74.36. The average score met cognitive ability remarks Up students academic capability performs is 76.53 is the really different and the higher 1.39% than the Down student academic capability performs is 75.46. The average score RT+TPS strategy learning in the Up academic capability with the remarks 78.93 and the higher 1.42% than TPS-Up academic with remarks 77.82, but the really different and the higher 4.86% than RT-Up academic with remarks 75.10, 5,91% than the Conventional-Up academic with remarks 74.27. The average score metacognitive ability strategy learning RT+TPS-Up academic is really different and higher 3.05% than RT+TPS-Down academic with remarks 76.53. The RT+TPS strategy learning application have the best result to increase the metacognitive ability in learning biology if it is compared with the RT, TPS, or Conventional strategy learning on the Up or Down students academic capability performs. This strategy can be used for the largest biology learning and as the alternative to manage the instruction learning in the class, the factor fundamental to make decision for the stake holders, and the first research for the references continuous research.

scholarly journals Psikoedukasi “Remaja MUDA” untuk Meningkatkan Asertivitas Anti-Seks Pranikah

2019 ◽  
Vol 5 (2) ◽  
pp. 185
Author(s):  
Yenny Sandria Alexander ◽  
Bhina Patria
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Content Validity ◽  
Premarital Sex ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Two Phases

This study aimed to increase the understanding of sexuality at the age of puberty through "Remaja MUDA" psychoeducation to increase anti-premarital assertiveness. The module validation was conducted in two phases. First, the content validity was conducted through judgement from ten raters. The results of Aiken’s V analysis showed score sbetween 0,8-0,975 which means that the module has good content validity. Second, the empirical tests to determine the effect of modules on anti-premarital sex assertiveness. This research was quasi-experimental research using an untreated control group design with pretest and posttest. The participants were 30 junior high school students (aged 13 to 14) in Yogyakarta. The results of independent samples t-test showed that anti-premarital sex assertiveness in the experimental group had a significant difference compared to control group (t = -10.063; p < 0.05). The results of the study indicated that the "Remaja MUDA" module can be used to increase anti-premarital sex assertiveness.

scholarly journals COMPARISON OF THE ABILITY OF MATHEMATICAL REASONING OF SMK STUDENTS USING A METACOGNITIVE SKILL APPROACH THROUGH ADVANCE ORGANIZER LEARNING MODELS WITH A SAINTIFIC APPROACH THROUGH DISCOVERY LEARNING

2018 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Rosalina Rolina ◽  
Sri Aryani ◽  
Erik Taufiqurrohman
Keyword(s):  
High School Students ◽  
Mathematical Reasoning ◽  
Discovery Learning ◽  
Advance Organizer ◽  
Control Group ◽  
Reasoning Ability ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Ability Test ◽  
Scientific Approach

This research is motivated by the low level of mathematical reasoning ability students. This study aims to determine the comparison of mathematical reasoning abilities students between those who learn using the metacognitive skills approach through advance organizer and the scientific approach through discovery learning. The method is an experimental method with a pretest-posttest control group design involving two groups and random sampling. At the beginning and end of learning, the two classes are given a test. The population in this study were State Vocational High School students in Cimahi, while the sample consisted of two randomly selected classes. Obtained class XI TEK A  which was given a metacognitive skill approach through advanced organizer and class XI TOI A  is given a scientific approach through discovery learning. The instrument used was a 5-item mathematical reasoning ability test description, then the data mathematical reasoning students were analyzed with descriptive and inferential statistics using the help of SPSS 21 software. Based on the results of the study, it was concluded that the improvement of students' mathematical reasoning using skills the metacognitive skills approach through advance organizer is better than students who use a scientific approach through discovery learning.

scholarly journals Metacognitive Knowledge Predicts Success in Problem Solving Transfer

2014 ◽  
Vol 17 (1) ◽  
Author(s):  
Beverly T. Regidor
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Real Life ◽  
Correlation Method ◽  
Vital Role ◽  
Metacognitive Knowledge ◽  
Metacognitive Skills ◽  
School Students ◽  
Problem Solving Skills ◽  
Students Success

Problem solving skills play a vital role in solving real life problems. This study was conducted to determine the influence of metacognitive and motivational aspects of problem solving skills to the students’ success in problem solving transfer. Furthermore, it determined what aspect of the problem solving skills predicts success in problem solving transfer. The descriptive correlation method was used to determine the relationship of the metacognitive and motivational aspects of the problem solving skills and the students’ success in problem solving transfer. The respondents of the study are the fourth-year high school students of Davao Central College, Philippines. There are three instruments used in the study: 1) The Metacognitive Awareness Inventory which measures their awareness in metacognitive skills such as knowledge and regulation, the 32-item Academic Intrinsic Motivation (AIM) Inventory which measures motivational aspect of the problem solving skills and lastly, the non-routinized test which measures the success in problem solving transfer. The data gathered were summarized, translated, and analyzed using the mean scores for both aspects of the problem solving skills and problem solving transfer. At 0.05 level of significance, the Pearson product moment r was used to test the significant correlation between the aspects of the problem solving skills and the success of problem solving transfer. Findings show that only the metacognitive knowledge predicts success in problem solving transfer and this is the only problem solving skills is significantly correlated to the success in problem solving transfer.Keywords—Mathematics Education, metacognitive knowledge, predicts success, problem solving, descriptive- correlation design, Davao City, Philippines

scholarly journals Validation of the lingual frenulum protocol for infants

2016 ◽  
pp. 6-14
Author(s):  
Roberta Martinelli ◽  
◽  
Irene Marchesan ◽  
Jose Lauris ◽  
Heitor Honorio ◽  
...  
Keyword(s):  
Positive Predictive Value ◽  
Construct Validity ◽  
Negative Predictive Value ◽  
Content Validity ◽  
Predictive Value ◽  
Criterion Validity ◽  
Control Group ◽  
Perinatal Complications ◽  
Term Infants ◽  
Sensitivity Specificity

Introduction: In Brazil, the law 13.002/2014 states that all newborns in the country must undergo lingual frenulum assessment before hospital discharge. Objective: To validate the Lingual Frenulum Protocol for Infants. Material and Methods: The study used data from 100 infants assessed at 30 days of life at Santa Therezinha Hospital, in Brotas, SP, Brazil. The LFPI was administered to the 30-day-old infants and all assessments were registered in patient records and videotaped. Live exams, assessments and re-assessments using images of the infants were performed by two examiners experienced in Orofacial Myofunctional Disorders. The study included healthy full-term infants of both genders, who were being breastfed exclusively. Prematurity, perinatal complications, craniofacial anomalies, neurological disorders, and visible genetics syndromes were the exclusion criteria. The validation process included the analysis of content validity, criterion validity, construct validity, reliability, sensitivity, specificity, positive predictive value, and negative predictive value. Results: Concerning content validity, the percentage of agreement was 100%. The criterion validity was measured by comparing the common items of the LFPI and BTAT. The agreement percentage for the analyzed items was 100%. The construct validity was analyzed by comparing the partial and total scores from the assessment of infants with and without lingual frenulum alteration at 30 and 75 days of life. Results demonstrated similarity of scores between the control group and the group that underwent frenotomy. The results from the inter-rater and intra-rater agreement analysis indicated perfect agreement. The values of sensitivity, specificity, positive predictive value, and negative predictive value were 100%. Conclusion: The study concluded that the LFPI was a valid and reliable assessment too that ensures accuracy when diagnosing lingual frenulum alterations within the investigated parameters.

scholarly journals VALIDATION OF THERMOCHEMISTRY SUPPLEMENT BOOK BASED PROBLEM SOLVING TO TRAIN STUDENTS METACOGNITIVE SKILLS

2021 ◽  
Vol 5 (2) ◽  
pp. 41-50
Author(s):  
Nuning Sabila Khoiroh ◽  
Utiya Azizah
Keyword(s):  
Problem Solving ◽  
Construct Validity ◽  
Research And Development ◽  
Content Validity ◽  
Construct Validation ◽  
Chemical Education ◽  
Metacognitive Skills ◽  
Content Validation ◽  
Problem Solving Model

This research aims to know validity of thermochemistry suplement book based problem solving to train students metacognitive skills includes the content and construct. Content validity includes the suitability of the material and questions. Construct validity includes presentation and readability techniques. Problem solving model has 4 steps, that are understanding the problem, devising a plan, carrying out the plan, and lock back. Metacognitive skills consist of 3 components, namely planning, monitoring, and evaluating. The type of research used is the Research and Development (R&D) from Sugiyono. The supplement book was assessed by 3 experts in the field of chemical education using a validation instrument. The results showed that a chemical supplement book based on problem solving to train students' metacognitive skills on thermochemical material was very good with a score of 91.6% in content validation and 84.9% in construct validation.

scholarly journals Effect of inquiry science learning on students’ metacognitive skill

2021 ◽  
Vol 1 (1) ◽  
pp. 53-60
Author(s):  
Tarsiana Lelasari ◽  
Aksamina Maria Yohanita ◽  
Insar Damopolii
Keyword(s):  
Control Group ◽  
Metacognitive Skills ◽  
Science Students ◽  
Conventional Model ◽  
Data Analyst ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Sample Method ◽  
Experimental Group ◽  
Metacognitive Ability

This study aims to determine the effect of the inquiry learning model on the metacognitive skills of class XI science students at SMA Negeri 1 Manokwari. This study used a quasi-experimental approach with a non-equivalent control group. This study took samples of two groups, namely the XI MIA 4 group as the experimental group, and the XI MIA 7 group as the control group. Purposive sampling is used in the sample method. The instrument used is a test consisting of 12 questions in the form of a description. The findings show that the average final metacognitive ability of the experimental group is 61.22, while the average of the control group is 46.69. The data analyst used the Mann-Whitney non-parametric test to determine whether there was a difference in metacognitive ability between students using the inquiry model and students using the conventional model. P= 0.012 < 0.05 indicates that there are differences in metacognitive skills between students who use the inquiry model and students who use the conventional model.

PENGARUH SUHU PEMANASAN FORMALIN 10% TERHADAP PERKEMBANGAN TELUR Ascaris lumbricoides

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Ni Putu Aryadnyani
Keyword(s):  
Experimental Study ◽  
Environmental Factors ◽  
Ascaris Lumbricoides ◽  
Heating Temperature ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Design Result

AbstractBackground Ascaris lumbricoides eggs had very thick walls consisted of three layers, they were albuminoid layer, hyaline layer and vitelin layer. These layers were impermeable causing the Ascaris lumbricoides eggs resistant to less supportive environmental factors. Formalin 10% was a preservative that was often used to preserve faeces containing parasites such as protozoa and worm eggs. However, without heating, formalin 10% was not effective to preserve the Ascaris lumbricoides eggs because they would keep developing to become infective (containing larvae). Objective This study aims to prove whether there is an effect of adding 10% formalin which is heated at 60 C, 70 C and 80 C to the development of Ascaris lumbricoides eggs.Methods The design of this research was an experimental study with The Randomized Posttest Control Group Design. Result The Ascaris lumbricoides eggs were still growing into infective eggs in faeces although they were heated by formalin 10% at 60C, 70C and 80C. conclusion Based on the results of the study, there was no effect of heating temperature of formalin 10% on the development of Ascaris lumbricoides egg.Keywords: Formalin 10%, Ascaris lumbricoides, Heating, Soil Transmitted Helminth

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