scholarly journals Implementasi Project Based Learning Berbasis Praktikum Terhadap Keterampilan Dan Kesadaran Metakognitif Mahasiswa Calon Guru Biologi (Project Based Learning Methode Based Practice Implementation to Prospective Biology Teachers Metacognitive Skills and Metacognitive Awareness)

Bioedusiana ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Ruhana Afifi ◽  
Anna Hindriana ◽  
Usep Soetisna
Keyword(s):  
Project Based Learning ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Biology Teachers ◽  
Practice Implementation

scholarly journals Examination of Reading Strategies Metacognitive Awareness Levels of French Foreign Language Students in Terms of Various Variables

2021 ◽  
Vol 11 (5) ◽  
pp. 31
Author(s):  
Zühre Yılmaz Güngör
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
French Language ◽  
Metacognitive Skills ◽  
Course Success ◽  
Complex Process ◽  
Significant Difference ◽  
Faculty Of Education ◽  
Effective Use

The act of reading is a complex process in which learners rush their cognitive and metacognitive skills to fonction. The effective use of metacognitive skills is regarded as an important feature becoming prominent in successful reading. In order to exercise reading strategies effectively, students are required to have developed metacognitive awareness. In this study, the level of metacognitive awareness of reading strategies and whether metacognitive awareness varies according to variables such as gender and reading course success have been examined in the 1st grade students studying at Anadolu University Faculty of Education Program of French Language Teaching Program. 32 students voluntarily participated in the study, 19 of whom were Females and 13 of whom were Males. The data of the study have been collected with the Turkish version of the 30-item 5-point Likert-type Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari & Reichard (2002) and adapted into Turkish by Öztürk (2012). According to the findings, students' reading strategies were revealed to have high levels of metacognitive awareness. However, it has been further observed that the level of metacognitive awareness of students' reading course success grades and reading strategies did not make a significant difference in terms of gender. Similarly, it has been observed that there was no significant difference between the students' reading strategies and metacognitive awareness levels and their success grades in the reading course.

scholarly journals Analisis Keterampilan Metakognitif Mahasiswa dalam Mengkaji Implementasi Kurikulum Kimia di SMA melalui Project Based Learning

2019 ◽  
Vol 9 (2) ◽  
pp. 94-102
Author(s):  
Johnsen Harta
Keyword(s):  
Rasch Model ◽  
Project Based Learning ◽  
Metacognitive Awareness ◽  
Metacognitive Awareness Inventory

Eksistensi kurikulum bukan hanya sekadar menegaskan pentingnya perhatian terhadap pendidikan, namun juga terkait usaha kita untuk menyelami dan memaknai peran vital kurikulum yang akan membawa pendidikan Indonesia dapat bersaing hingga level internasional. Khususnya dalam pembelajaran kimia, mengedepankan struktur dan implementasi kurikulum yang tepat menjadi bagian esensial untuk memperkenalkan dan menghidupkan peran kebermaknaan pembelajaran kimia. Penelitian ini bertujuan untuk menyelidiki metakognitif mahasiswa dalam mengkaji implementasi kurikulum SMA di Yogyakarta. Penelitian ini merupakan penelitian deskriptif kuantitatif-kualitatif dalam project based learning. Penelitian dilaksanakan selama bulan Agustus hingga Desember 2018. Instrumen penelitian yang digunakan berupa lembar wawancara, soal tes sesuai indikator level metakognitif, kuesioner berupa Metacognitive Awareness Inventory (MAI), lembar penilaian presentasi-diskusi, dan lembar refleksi.  Teknik pengumpulan data meliputi analisis deskriptif hasil tes level metakognitif, analisis kuesioner MAI menggunakan Rasch Model, analisis lembar wawancara, observasi, dan refleksi secara deskriptif. Hasil penelitian menunjukkan bahwa mahasiswa sudah baik dalam hal menganalisis struktur kurikulum dan mengkaji implementasi kurikulum kimia SMA di Yogyakarta dengan perolehan rata-rata nilai 82,65 untuk pemahaman kurikulum dan  bedah komponen dan konten kimia SMA dalam kurikulum memiliki rata-rata nilai 89,57. Terkait nilai akhir proyek kelompok, rata-rata nilai dari aspek kemampuan dan analisis dalam wawancara guru kimia adalah 87,11; rata-rata nilai untuk desain presentasi adalah 91,51; dan rata-rata nilai keterampilan presentasi dan diskusi adalah 83,14. Dalam tes metakognitif, 87,5% dan 97,14% mahasiswa dapat tuntas dan didukung pula dengan nilai alpha Cronbach sebesar 0,94 untuk hasil analisis kuesioner MAI menggunakan Rasch Model. Kelima level metakognitif sudah tercapai dengan baik.   Kata kunci Project based Learning,  Keterampilan Metakognitif, Implementasi Kurikulum, Kimia SMA

Cognitive Styles, Metacognition and the Design of E-Learning Environments

2003 ◽  
pp. 225-240
Author(s):  
Ray Webster
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Cognitive Styles ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Design And Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
E Learning ◽  
The Individual

This chapter considers the use of cognitive styles and metacognitive skills in the design and development of e-learning environments. Participants involved in a unit in Human Computer Interaction used the results of a Riding’s Cognitive Styles Analysis to assist in the design and development of Web-based Individual Learning Environments (ILEs). Student reflections and cognitive styles results are considered in terms of their impact on the design process. They are also used to consider participants’ metacognitive awareness of their own cognitive and learning styles. It is suggested that the use of cognitive styles in this manner will produce interfaces and environments more suited to the learning requirements of each individual. In addition, the process of reflecting on and using the style results will help develop more metacognitively aware learners. The individual environment and metacognitive awareness are both desirable elements for a student-centered learning system for successfully participating in virtual education.

Personality traits as predictor of metacognitive skills and creativity in electronic university students: a structural model of academic achievement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yasamin Abedini
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Cognitive Skills ◽  
Structural Model ◽  
Short Form ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Statistical Population ◽  
Content Type ◽  
Neo Personality Inventory

PurposeThe present study aimed to present a structural model of the relationships between personality traits, metacognitive awareness, creativity and academic achievement in virtual students.Design/methodology/approachThe statistical population of the study consisted of all students of the electronic Islamic Azad University in Tehran, where 240 of them were selected as sample group by random sampling method. Research instruments included the short form of the Creative Behavior Inventory (Linger), the Metacognitive Awareness Questionnaire (Schraw and Dennison) and NEO Personality Inventory (McCrae and Costa). Data were analyzed using LISERL software and the path analysis method.FindingsThe findings indicated a mediating role of metacognitive awareness and creativity in the relationship between extraversion, openness to experience and conscientiousness personality traits with academic performance. It was also found that metacognitive awareness has a direct, significant positive effect on creativity.Originality/valueAccording to the results of the present study, the level of creativity in virtual students can be developed through training and strengthening meta-cognitive skills. The findings also suggest that meta-cognition and creativity are traits that can have intrinsic and personality roots.

scholarly journals Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

2019 ◽  
Vol 14 (11) ◽  
pp. 41
Author(s):  
Dina Ramadhanti ◽  
A Syukur Ghazali ◽  
Muakibatul Hasanah ◽  
Titik Harsiati
Keyword(s):  
Academic Writing ◽  
Thinking Skills ◽  
Female Students ◽  
Metacognitive Awareness ◽  
Self Report ◽  
Metacognitive Skills ◽  
Writing Assignments ◽  
Content Development ◽  
Writing Students ◽  
Audience Awareness

This article aims to explain the weaknesses of metacognition that affect writing skills. Weaknesses of writing like content development, the organization of writing, compatibility of content with themes and audience awareness are assumed from the weaknesses of student metacognition. By using a qualitative approach, data is collected through questionnaires and interviews. Using the questionnaire found the level of student metacognitive awareness. A total of 22 male and female students were randomly selected. Responses given through self-report questionnaires showed that as many as 15 students had high metacognitive awareness and as many as 7 students had low metacognitive awareness. Furthermore, through interviews found metacognitive skills in academic writing. The results of the data analysis show that there are three weaknesses of student metacognitive, namely: students are too dependent on feedback from lecturers and highly dependent on lecturers and colleagues when writing, students cannot assess their own understanding of the information they receive for writing assignments, students are not aware benefit from the strategies used during writing. Students need to be trained to plan, monitor and evaluate writing activities so that they are skilled in arranging words, concepts, and terminology used in writing. In addition, through the writing they produce, it can be seen how the process of produces the meaning and thinking skills of students in writing.

scholarly journals PENGARUH MODEL PROJECT BASED LEARNING (PjBL) PADA KONSEP SISTEM KOORDINASI MANUSIA TERHADAP KETERAMPILAN METAKOGNITIF SISWA KELAS XI SMA NEGERI 4 BANJARMASIN

2020 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Aulia Mahfuzah ◽  
Siti Ramdiah
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Control Group ◽  
Metacognitive Skills ◽  
Design Data ◽  
Control Group Design ◽  
Significance Level ◽  
Average Value

<em>Quality education is needed to support the creation of intelligent people who are able to compete in the era of globalization. However, based on a number of international, national, to regional assessments and facts that are encountered directly in the field, students provide information that student awareness in learning is still lacking. This information shows that the cognitive learning outcomes of students have not been maximized. This study aims to determine the effect of the PjBL model on the metacognitive skills of the XI MIPA grade students of SMA Negeri 4 Banjarmasin. Metacognitive skills can help students develop thinking skills which further influence student learning outcomes. This type of research is a quasi experiment, with a design model known as non equivalent pretest-posttest control group design. Data collection techniques using essay tests. Assessment of metacognitive skills refers to Corebima (2009). The research data were analyzed by one way ANOVA statistical analysis using SPSS version 24 for windows with a significance level of 5%. The results showed the average value of the experimental class students facilitated by the PjBL model by 85.47 and the control class facilitated by conventional learning by 73.41 with Fcount = 17.616 (p = 0.000 &lt;0.05). Thus, it can be concluded that the Project Based Learning model has a significant positive effect on the metacognitive skills of the 11th grade students of Mathematics and Natural Sciences in SMA Negeri 4 Banjarmasin</em>

scholarly journals Comparison of indicators of metacognitive awareness of doctors at different stages of education

2021 ◽  
Vol 52 (4) ◽  
pp. 392-403
Author(s):  
Mergalyas M. Kashapov ◽  
◽  
Galina Yu. Bazanova ◽  
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Thinking Skills ◽  
Further Education ◽  
Metacognitive Knowledge ◽  
Metacognitive Awareness ◽  
Professional Activity ◽  
Metacognitive Skills ◽  
Metacognitive Activity ◽  
Main Ideas

Introduction. Metacognition is essential for developing clinical thinking skills. Metacognitive skills are widely regarded as important for doctors, but they are rarely formed and evaluated in higher medical school. To solve this problem, it is required to determine how the cognitive, regulatory and reflexive indicators of metacognitive awareness in doctors change throughout their professional life. This work aims to study the metacognitive awareness of doctors at different stages of professional education. Methods. The study involved 1st-year students of the Department of General Medicine (N=48), medical residents (N=44), and doctors enrolled in advanced training cycles (N=34) of the Yaroslavl State Medical University. To study the cognitive, regulatory and reflexive indicators of metacognitive awareness, the following methods were used: "Metacognitive Awareness Inventory" (G. Schraw, R. Dennison, adaptation by E.Yu. Savin, A.E. Fomin), "Assessment of metacognitive knowledge and metacognitive activity" (Yu.V. Poshekhonova, M.M. Kashapov), "Methodology of the level of expression and direction of reflection" (M. Grant). Research results. Significant differences were revealed in metacognitive awareness indicators at the initial and final stages of higher education (U=800.0, p≤0.05). According to the results of the study, it was found that the higher the stage of higher professional education is, the higher is the ability to manage information (U=783.0, p≤0.05), choose the main ideas (U=800.0, p≤0.05) and control errors (U=790.0, p≤0.05). Moreover, indicators of socio-reflection are more pronounced (U=702.5, p≤0.01). The doctors enrolled in further education courses have a high level of metacognition. The significant differences were found in terms of the following indicators: metacognitive knowledge (U=309.5, p≤0.001), metacognitive activity (U=295.5, p≤0.001), concentration (U=417.5, p≤0.001), acquisition of information (U=275.5, p≤0.001), choice of main ideas (U=528.5, p≤0.05), and time management (U=338.0, p≤0.001). There are no significant differences in the reflexive component of the metacognitive awareness of doctors at the stage of additional professional education and the final stage of higher education. Conclusion. All indicators of metacognitive awareness among doctors are formed at the stage of higher education. The reflexive component of metacognitive awareness helps to adapt to the changing conditions of obtaining additional professional education. Metacognitive awareness, with the help of which doctors are aware of their own thoughts and use the best ways to solve problematic situations, allows them to cope with difficulties in the learning process and in professional activity.

scholarly journals EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES

2016 ◽  
Vol 15 (5) ◽  
pp. 617-629
Author(s):  
Muhiddin Palennari
Keyword(s):  
Key Words ◽  
Analysis Of Variance ◽  
Teaching Strategies ◽  
Regression Line ◽  
Problem Based Learning ◽  
Regression Equation ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Biology Teaching ◽  
Cognitive Retention

This research was conducted during one semester in four different classes that were taught biology by using four different teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching. This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching strategies in biology classroom, while the correlations between metacognitive skills and cognitive retention were significant. The results of the analysis of variance related to the regression equation in the four different strategies were parallel and did not coincide; the regression line of PBLJigsaw strategy was at the highest position. It indicated that this strategy has the potency to empower metacognitive skills and simultaneously increased cognitive retention. Key words: metacognitive awareness, metacognitive skills, cognitive retention, problem-based learning, jigsaw, regression line.

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