The Effect of Problem-Based Learning on Metacognitive Ability in the Conjecturing Process of Junior High School Students

This study aimed to analyze the effect of problem-based learning on metacognitive abilities in the conjecturing process of junior high school students. To reach this purpose, a mixed-methods design, which is a combination of quantitative and qualitative methods, was used. The quantitative method was used to analyze the metacognitive abilities of the students’ conjecturing process, while the qualitative method was used to explore observation and interview data. The subjects of this study consisted of 60 eighth-grade students. Two learning models were compared, namely the problem-based learning model and the conventional learning model. The metacognitive abilities of students’ conjecturing process were measured by a pattern generalization problem-solving test. After collecting the data and analyzing them through the independent-samples t-test, it was revealed that the PBL had a significant effect on the metacognitive abilities of students’ conjecturing process in solving pattern generalization problems. Finally, based on the results, some conclusions and implications were suggested.

Korelasi Persepsi Kemampuan Metakognitif dan Kemampuan Berpikir Kritis Siswa SMA Di Masa Pandemi Covid-19

One of the student abilities needed in the 2013 curriculum is metacognitive abilities. Some research results show that metacognitive abilities affect critical thinking skills. Researchers are interested in explaining the relationship between metacognitive abilities and critical thinking skills in learning chemistry on acid-base titration material. The formulation of the problem and the purpose of this study is how to correlate perceptions of metacognitive abilities to critical thinking skills of XI grade high school students at SMA Unggulan Nurul Islami Mijen during the Covid-19 pandemic. The research sample was taken by using purposive sampling technique. The sample used was 30 students from class XI MIPA SMA Unggulan Nurul Islami Mijen. The research data were obtained using a metacognitive perception questionnaire and a critical thinking ability test. The data obtained were analyzed using descriptive analysis techniques and analysis techniques PLS (Partial Least Square) assisted by SmartPLS 3.0 software. The results of the analysis using the PLS technique show that there are three models that have been successfully obtained, namely model 1 which is called the initial model, model 2 estimation from model 1 and model 3 as the final model. Based on the justification of the analysis, model 3 is considered the best research model. In model 3, the correlation value of perceived metacognitive ability to students' critical thinking abilities is 0.360, so it can be concluded that students have a correlation between perceptual metacognitive abilities and critical thinking abilities.

Pengembangan Desain Pembelajaran Matematika Berbantuan Aplikasi GeoEnzo untuk Menumbuhkan Kemampuan Metakognitif Siswa SMK Mega Link Majene

Covid-19 is affecting the world of education. Teachers are intended to change the paradigm of teaching methods, teachers face digital habits. The application of learning applications is an option in instilling mathematical concepts. The application of learning mathematics is one of the media that can be used by teachers in growing students' metacognitive abilities in understanding and solving mathematical problems. This type of research is a design research using the Plomp model with five stages, including: (1) initial assessment stage (2) design stage, (3) realization/construction stage, (4) test, evaluation and revision stage, and (5) stage implementation. This study aims to design three-dimensional learning assisted by the GeoEnzo application to foster students' metacognitive abilities in understanding and solving mathematical problems, especially three-dimensional material. The subjects of this study were students of class XII SMK Mega Link Majene which opened 40 people. This research resulted in: (1) the development of mathematical learning tools, especially on three-dimensional material that was valid, practical, and effective; (2) student activity observation sheets and teacher implementation; (3) student response questionnaires; and (4) learning outcomes test. The results of the research on the development of the GeoEnzo-assisted mathematics learning design are valid, practical, and effective for improving the metacognitive abilities of the students of SMK Mega Link Majene.

Efektivitas Aplikasi Quizizz terhadap Kemampuan Metakognisi Mahasiswa UPBJJ UT-Majene pada Mata Kuliah Pendidikan Kewarganegaraan

21st century learning in the classroom is characterized by the use of ICT, collaboration, communication, and critical and creative thinking. To optimize the learning, it is necessary to optimize the metacognitive ability of students. This research is a quasi-experimental study by treating the application of the quizizz application to UPBJJ UT-Majene students, majoring in PGSD who programmed citizenship education courses. The research resulted in learning tools, namely Quizizz and RAT-SAT. The data collection tools used are performance tests, observation sheets, and student response questionnaires to the application of quizzz on metacognitive abilities. The data analysis used is descriptive statistical analysis and inferential statistics. The results showed that the quizizz application was effective on the metacognitive abilities of UPBJJ UT-Majene students, majoring in PGSD in civic education courses.

Effectiveness of using The GeoEnzo Application on Metacognitive Abilities in Mathematics Learning

This research is an experimental study that aims to determine the effectiveness of using the GeoEnzo application. The subjects in this study were students of class XII SMK Mega Link Majene. The research instrument was used to reveal students’ metacognitive abilities in understanding and solving problems on three-dimensional material. The instruments used were tests, observation sheets, and student response questionnaires. The data analysis used was descriptive and inferential statistical analysis. The results of the analysis showed that the average value of students’ metacognitive abilities in understanding the material was 82.75 in the high category, while the metacognitive ability in solving questions was 85.25 in the high category. Student activities are in the very active category and student responses to learning give a very positive response. The t-test shows the sig value. (2-tailed) = 0.000 < α = 0.05, thus the application of GeoEnzo application media is effective for students’ metacognitive abilities in mathematics learning.

Analisis Kemampuan Metakognisi Siswa dalam Pemecahan Masalah Menggunakan Soal TIMSS ditinjau dari Perbedaan Gender

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.

Changing minds about climate change: a pervasive role for domain-general metacognition

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.

Are Children Sensitive to What They Know?: An Insight from Yucatec Mayan Children

Metacognitive abilities are considered as a hallmark of advanced human cognition. Existing empirical studies have exclusively focused on populations from Western and industrialized societies. Little is known about young children’s metacognitive abilities in other societal and cultural contexts. Here we tested 4-year-old Yucatec Mayan (a rural native population from Mexico) by adopting a metacognitive task in which children’s explicit assessment of their own knowledge states about the hidden content of a container and their informing judgments (whether or not to inform an ignorant person about the hidden contents of a container) were assessed. Similar to previous studies, we found that Yucatec Mayan children overestimated their knowledge states in the explicit metacognitive task. However, in contrast with studies on Western children, we did not find the facilitating effect of the implicit informing task over the explicit task. These findings suggest that the early development of metacognition combines universal and culture-sensitive features.

Application of Contextual Teaching and Learning (CTL) Learning Strategies on Metacognitive Ability and Leaarning Outcomes in Immune System Materials

This study aims to determine the differences in metacognitive abilities and student learning outcomes after applying Contextual Teaching and Learning (CTL) learning strategies in the experimental class and the control class on the material of the immune system. The research method used is an experimental method with a pretest-posttest control group research design. The research subjects were 125 students at SMAN 2 Lhokseumawe. The parameters measured were metacognitive ability using a questionnaire and learning outcomes using the multiple-choice type test objective. Data was collected through pretest and posttest on metacognitive abilities, and learning outcomes were analyzed by parametric statistical tests using independent sample t-test. The metacognitive t-test on the score strongly agrees with the students in the experimental class and the control class, namely tcount (6.14) > ttable (1.65) significantly different. Metacognitive t-test on scores quite agrees with students in the experimental class and control class, namely tcount (0.61) < ttable (1.65) not significantly different. The metacognitive t-test on the score slightly agrees with the students in the experimental class and the control class, namely tcount (10.07) > ttable (1.65) significantly different. The metacognitive t-test on the students' disagreeing scores in the experimental class and control class, namely tcount (14.40) > ttable (1.65), was significantly different. The results showed differences in the application of CTL learning strategies to metacognitive abilities and learning outcomes between the experimental and control classes. It can be concluded that there are differences in metacognitive abilities and learning outcomes between the experimental class and the control class after the application of the CTL learning strategy to students at SMAN 2 Lhokseumawe on the subject of the immune system

Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review

Increasing the metacognitive abilities of chemistry students is an indisputable output of the teaching and learning process today. Collaborative problem based learning is a learning method that has been tested and proven to be applied, especially in Western countries in increasing the metacognitive abilities of students, but it is still very minimal applied in Asian countries, including Indonesia. Thus, this study was conducted to explore previous studies that examined collaborative problem-based learning in improving students' metacognitive abilities. The research design used in this study is a Systematic Literature Review with the requirements of the inclusion of articles on collaborative problem-based learning in improving the metacognitive abilities of chemistry students, accredited national and international publications between 2010 and 2020, full text, journal articles, and open access. The results of the exploration that were carried out found 102 articles, then the title and abstract were read into 20 articles, and 4 articles were read in full, which fulfilled all the stipulated inclusion requirements. The results of the systematic literature review conducted in this study provide empirical evidence of literacy that problem based learning improves the metacognitive abilities of chemistry students. However, most of research conducted still uses various instruments, which are not standardized and validated.