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

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.

The Millennials Metacognitive Assessment toward Flood-Disaster in Semarang City

Disaster management action should be built up through developing metacognitive and action skills. The metacognitive strategy includes aspects of knowledge about when and how to use it by type, specific technique, and response that are assumed related to deal with disasters. Therefore, this study was aimed to assess the metacognitive abilities of millennials who are affected by disasters and its relation to disaster management. This study used an observatory exploration and inventory (EOI) method involving 248 respondents in flood-prone areas in the city of Semarang. Data were obtained using a questionnaire-based Guttman model electronic survey as many as 52 statements to inventory metacognition abilities and 48 statements related to actions in flood disaster management. Data were analyzed using Pearson’s linear and regression analysis. The non-parametric analysis: Kruskal-Wallis test was run to distinguish metacognitive scores in dealing with food-related problems among millennials groups. For metacognitive awareness, the cognition knowledge was higher than controlling knowledge (p < 0.05). The highest score of metacognitive variables was debugging strategy, which represents a corrective attitude. As described in the value of conditional knowledge, the ability to think fast shows that the millennials are quickly responding and understanding how to act. Most of the respondent actively involved in mitigation and rehabilitation as a volunteer in youth-events such us mangrove planting and cleaning plastic-trash in coastal areas. But, lack involvement of millennial in arranging flood-disaster management make less youth’s responsibility during the disaster. It should be overcome to create a comprehensive approach to community-based disaster resilience.

Pemberdayaan metakognitif mahasiswa melalui model pembelajaran jinemam

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.

Metacognition in Human Factors: The Rewards and Consequences of 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.

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

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).