Metacognitive Strategies and Student Evaluations in a STEM Field

Author(s):  
Gina J. Mariano ◽  
Fred J. Figliano ◽  
Chelsea A. Dempsey ◽  
Reeves Johnson

This chapter reviews metacognition in relation to college settings while focusing on ways to use this information to help improve student learning outcomes. Metacognition in relation to critical thinking and student evaluations of their own learning is discussed, specifically focusing on the STEM (Science, Technology, Engineering, and Mathematics) area of mathematics. Next, we will elaborate on a pilot study that focuses on asking students metacognitive questions to gain a better understanding of their metacognitive skills in relation to basic statistics courses. This chapter concludes with a discussion of how incorporating metacognitive and critical thinking strategies can impact student learning.

Author(s):  
Gina J. Mariano ◽  
Fred J. Figliano ◽  
Chelsea A. Dempsey ◽  
Reeves Johnson

This chapter reviews metacognition in relation to college settings while focusing on ways to use this information to help improve student learning outcomes. Metacognition in relation to critical thinking and student evaluations of their own learning is discussed, specifically focusing on the STEM (Science, Technology, Engineering, and Mathematics) area of mathematics. Next, we will elaborate on a pilot study that focuses on asking students metacognitive questions to gain a better understanding of their metacognitive skills in relation to basic statistics courses. This chapter concludes with a discussion of how incorporating metacognitive and critical thinking strategies can impact student learning.


2020 ◽  
Vol 9 (2) ◽  
pp. 50
Author(s):  
Mita Dwi Agustin ◽  
Albertus Djoko Lesmono ◽  
Heny Mulyo Widodo

The Problem Based Learning (PBL) model has been applied in Indonesia for a long time. The Problem Based Learning (PBL) model with the approach of Science, Technology, Engineering, and Mathematics (STEM) is new in the world of education. When students are introduced to the new learning model, it will make students have a high curiosity and a great desire to learn. Having a great desire to learn will affect student learning outcomes. Problem Based Learning (PBL) model with the approach of Science, Technology, Engineering, and Mathematics (STEM) is expected to improve student learning outcomes in the cognitive domain. This study aims to describe student learning outcomes using the Problem Based Learning (PBL) model which is integrated with Science, Technology, Engineering, and Mathematics (STEM) on the subject of elasticity. This type of research is a true experimental research design with pretest-posttest control-design conducted in class XI MIPA 4. The conclusion of this study is the Problem Based Learning (PBL) model with the approach of Science, Technology, Engineering, and Mathematics (STEM) can improve student learning outcomes in the cognitive domain in learning physics in class XI MIPA 4 SMA NEGERI 2 JEMBER.


2020 ◽  
Vol 2 (2) ◽  
pp. 64-72
Author(s):  
Yetri Ningsih

This research conducted caused by students' score at class X MIPA 4 very low in the vector material. The avarage of score of the daily test obtained by students was 60,5 and it had not yet reached mastery learning. One of the efforts to improve learning outcomes was to use powerpoint as a learning media. The purpose of this study was to determine the increase in activity and mathematics learning outcomes on vector material in learning using PowerPoint.This research design used the classroom action research. The research subjects were 36 students of class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year. Data collected by using tests and observations.The test used to obtain student learning outcomes in each cycle, while observation used to determine the learning process in each cycle. Data were analyzed using descriptive statistics. The results showed that the average score of student learning outcomes in the first cycle was 62.2 and 77.3 in the second cycle. The percentage of student learning completeness in the first cycle was 52.8%, in the second cycle it was 80.6%. The percentage of improvement in student learning outcomes after being given action was 15.29%. So it can be concluded that learning mathematics by using powerpoint media can improve student learning outcomes in class X MIPA 4 SMA Negeri 1 Lubuklinggau in the 2019/2020 academic year.


2019 ◽  
Vol 2 (1) ◽  
pp. 48-60
Author(s):  
Yustina Upik ◽  
Avelius Dominggus Sore

Abstract: The problem in this study is the lack of student activeness in learning causes low learning outcome percentage 52,94%. The form of research I use is classroom action research (PTK). Data were collected through observation, questionnaires, interviews, and test sheets, and the research phase was conducted in 2 cycles. The result of the research shows that the study of cooperative type listening team in the implementation of cycle 1 turns out that the students have not maximized their opinions so that the achievement of the value has not been maximized. It is seen from the students' learning result in cycle 1, the highest score is 80, the lowest score is 50, average 66 and the percentage of mastery of 58.82%. However, in cycle 2 students have been able to express the answers in groups well, and in cycle 2 ended the teacher's efforts to improve the learning outcomes with the highest score of students obtained by 90, with an average of 76, and the percentage of mastery of 94.11%. To improve student learning outcomes, teachers use the appropriate learning model and in accordance with the material that is taught, and critical thinking patterns and responsiveness of students can be honed by expressing opinions in front of the class.Keyword: Cooperative Learning Model Type Listening Team Improves Learning OutcomesAbstrak: Masalah dalam penelitian ini adalah kurangnya keaktifan siswa dalam belajar menyebabkan hasil belajar yang rendah persentasenya 52,94%. Bentuk penelitian yang saya gunakan adalah penelitian tindakan kelas (PTK). Data dikumpulkan melalui  observasi, angket, wawancara, dan lembar tes, serta tahap penelitian ini dilakukan dalam 2 siklus. Hasil penelitian menunjukan pengkajian terhadap hasil belajar menggunakan cooperative tipe listening team dalam pelaksanaan siklus 1 ternyata siswa belum maksimal  mengemukakan pendapat sehinga menyebabkan pencapaian nilai belum maksimal hal tersebut dilihat dari hasil belajar siswa pada siklus 1, nilai tertinggi 80, nilai terendah 50, nilai rata-rata 66 serta persentase ketuntasan sebesar 58,82%. Namun pada siklus 2 siswa telah mampu mengungkapkan jawaban dalam kelompok dengan baik, dan pada siklus 2 berakhirlah upaya guru untuk meningkatkan hasil belajar dengan nilai tertinggi siswa di peroleh sebesar 90, dengan rata-rata 76, serta persentase ketuntasan sebesar 94,11%. Untuk meningkatkan hasil belajar siswa, guru menggunakan model pembelajaran yang tepat dan sesuai dengan materi yang di ajarkan, dan pola berpikir kritis dan tanggap dari siswa dapat diasah dengan mengemukakan pendapat didepan kelas.Kata kunci: Model Cooperative Learning Tipe Listening Team meningkatkan Hasil Belajar


2021 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
M. Muhali ◽  
Muhammad Asy'ari

Penelitian ini bertujuan untuk (1) meningkatkan hasil belajar siswa, (2) meningkatkan literasi sains teknologi (LST) siswa, dan  (3) mendeskripsikan respon siswa terhadap penerapan pendekatan Sains Teknologi Masyarakat dan Lingkungan (STML) dengan strategi siklus belajar empiris-induktif dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm. Penelitian ini merupakan penelitian tindakan kelas, yang dilaksanakan dalam 2 (dua) siklus. Subyek penelitian ini adalah siswa kelas X MAN 3 Lombok Tengah tahun pelajaran 2020/2021 yang berjumlah 45 siswa. Instrument penelitian yang digunakan dalam penelitian ini berupa tes hasil belajar, tes literasi sains dan teknologi, dan angket respon. Data penelitian dianalisis secara deskriptif kuntitatif. Hasil penelitian menunjukkan bahwa penerapan pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan (1) hasil belajar, (2) LST dan (3) respon posistif siswa berdasarkan tinjauan peningkataan siklus I dan siklus II. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pendekatan STML dengan strategi siklus belajar empiris-induktif dapat meningkatkan hasil belajar, LST, dan respon positif siswa dalam pembelajaran fisika pada materi rangkaian listrik dan hukum Ohm. Application of STML Approach with Empirical-Inductive Learning Cycle Strategy to Improve Student's Learning Outcomes and Science-Technology Literacy Abstract This study aimed to (1) improve student learning outcomes, (2) improve students' science technology literacy (LST), and (3) describe student responses to the application of the Community and Environmental Science Technology (STML) approach with an empirical-inductive learning cycle strategy in learning physics on electrical circuit material and Ohm's law. This research is a classroom action research, which is carried out in 2 (two) cycles. The subjects of this study were students of class X MAN 3 Central Lombok in the academic year 2020/2021, totaling 45 students. The research instruments used in this study were learning outcomes tests, scientific and technological literacy tests, and response questionnaires. The research data were analyzed descriptively and quantitatively. The results showed that the application of the STML approach with an empirical-inductive learning cycle strategy could improve (1) learning outcomes, (2) LST and (3) students' positive responses based on a review of the improvement in cycle I and cycle II. Based on the results of the study, it can be concluded that the STML approach with the empirical-inductive learning cycle strategy can improve student learning outcomes, LST, and positive responses of students in learning physics on electrical circuits and Ohm's law material.


2019 ◽  
Vol 10 (1) ◽  
pp. 1086-1094
Author(s):  
Erma Hidayati Choiriyah

Abstract. This study aims to improve Critical Thinking Ability and mathematics learning outcomes of linear program material through the KONTURA learning model in class XI IIA MAN Karanggede in semester 1 of the school year 2017/2018. The KONTURA Learning Model is a combination of Contextual Learning Models and Peer Tutors and uses GeoGebra media. This type of research is Classroom Action Research conducted in two cycles with research subjects in class XI IIA MAN Karanggede in semester 1 of the year 2017/2018, totaling 25 children consisting of 9 men and 16 women. Data collection techniques used were observation, documentation, tests and questionnaires. Data analysis used included qualitative data analysis, namely data reduction, data presentation, and conclusion, as well as quantitative data analysis, namely the assessment of Critical Thinking Ability and peer observation of the implementation of the KONTURA learning. The results of this study indicate that Critical Thinking Ability and Mathematics student learning outcomes through the KONTURA learning model in class XI IIA MAN Karanggede in the first semester of the 2017/2018 academic year can increase. Improved Critical Thinking Ability can be seen from the results of the questionnaire Critical Thinking Ability with the following results: High Critical Thinking Ability there are 3 students (12%), after the application of the KONTURA learning model the students' Critical Thinking Ability increases to: High Critical Thinking Ability there are 22 students ( 88%), there is a 76% increase. Student learning outcomes can increase from the number of students who get very good grades there are 0 students or 0%, the number of students who get good grades there are 0 students or 0%, after applying the KONTURA learning model the learning outcomes increase: the number of students who get very high scores either there is 1 student or 4%, the number of students who score well is 5 students or 20%, there is a 24% increase.


Author(s):  
Diyan Pertiwi

This study is a class action that aims to improve learning outcomes in subjects PPKn sixth grade students of SDN 002 Ukui Dua. This research is motivated by the low activity and low teacher and student learning outcomes in subjects PPKn. The problem of this study is whether the implementation of a strategy to answer alternately patterned circle round robin can improve student learning outcomes in subjects PPKn in the sixth grade SDN 002 Ukui Dua? This PPKn was conducted over two cycles. Data collection techniques in this research using collection observation techniques, achievement test, and documentation. Techniques of analysis in this study is an analysis of the activities of teachers and students and learning outcomes in subjects PPKn sixth grade students SDN 02 Ukui Dua Kecamatant Ukui. The result showed that the activity of teachers has increased. At the first meeting of the first cycle of 41% was obtained with Simply Perfect category and the second meeting reached 55% with the category Fairly Perfect. In the second cycle 3 meeting to reach 75% by the Perfect category and the 4th meeting of the second cycle reaches 85% with the Perfect category. While the activity of students has increased. At the first meeting of the first cycle reaches 51% with the category Fairly Perfect and the second meeting with the percentage of 66% to the category Perfect. After the second cycle of the third meeting with a percentage of 75% with the Perfect category while in attendance for-4 with the percentage of 94% to the category of Most Perfect. Learning outcomes of students also increased from the previous students who achieve KKM only 8 votes with a percentage (45%) after the first cycle an increase in students worth over KKM which reached 14 people with a percentage of 70%. Cycle II students who achieve KKM 17 (85%).


2017 ◽  
Vol 5 (3) ◽  
pp. 301
Author(s):  
Sajarotunnur '

This study aims to improve student learning outcomes by applying the method VII.2 classassignment sheet giving students conducted in March and April 2016. Subjects were seventhgrade students of SMP Negeri 2 Dumai totaling 26 students. The parameters in this study isthe absorption and mastery learning as well as student activities and teacher activities assupporting data. The research instrument used is the study and data collection instruments.The device consists of a learning syllabus, lesson plan, test, observation of student activitysheets, activity sheets teacher observation. The survey results revealed absorption of studentsin the first cycle is 70% with moderate category and second cycle increased to 78% in thehigh category. Mastery learning of students in the first cycle is 88.46% and 88.50% in thesecond cycle students completed. Activities of students in the first cycle an average of80.76%% (very good) and the second cycle is an increase of 97.5% (excellent). It can beconcluded that the method of administration of the student assignment sheet can improvestudent learning outcomes in the classroom ecosystem VII 2 material SMP Negeri 2 Dumai.


Sign in / Sign up

Export Citation Format

Share Document