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.

Harnessing the Wisdom of the Confident Crowd in Medical Image Decision-making

Improving the accuracy of medical image interpretation is critical to improving the diagnosis of many diseases. Using both novices (undergraduates) and experts (medical professionals), we investigated methods for improving the accuracy of a single decision maker and a group of decision makers by aggregating repeated decisions in different ways. Participants made classification decisions (cancerous versus non-cancerous) and confidence judgments on a series of cell images, viewing and classifying each image twice. We first examined whether it is possible to improve individual-level performance by using the maximum confidence slating algorithm (Koriat, 2012b), which leverages metacognitive ability by using the most confident response for an image as the ‘final response’. We find maximum confidence slating improves individual classification accuracy for both novices and experts. Building on these results, we show that aggregation algorithms based on confidence weighting scale to larger groups of participants, dramatically improving diagnostic accuracy, with the performance of groups of novices reaching that of individual experts. In sum, we find that repeated decision making and confidence weighting can be a valuable way to improve accuracy in medical image decision-making and that these techniques can be used in conjunction with each other.

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.

Reverse engineering of metacognition

The human ability to introspect on thoughts, perceptions or actions – metacognitive ability – has become a focal topic of both cognitive basic and clinical research. At the same time it has become increasingly clear that currently available quantitative tools are limited in their ability to make unconfounded inferences about metacognition. As a step forward, the present work introduces a comprehensive framework and model of metacognition that allows for inferences about metacognitive noise and metacognitive biases during the readout of type 1 decision values or at the confidence reporting stage. The model assumes that confidence results from a continuous but noisy and potentially biased transformation of decision values, described by a confidence link function. A canonical set of metacognitive noise distributions is introduced which differ, amongst others, in their predictions about metacognitive sign flips of type 1 decision values. Successful recovery of model parameters is demonstrated and the model is validated on an empirical data set. In particular, it is shown that metacognitive noise and bias parameters correlate with conventional behavioral measures. Crucially, in contrast to these conventional measures, metacognitive noise parameters inferred from the model are shown to be independent of type 1 performance. This work is accompanied by a toolbox (ReMeta) that allows researchers to estimate key parameters of metacognition in confidence datasets.

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

Thinking Inconsistently

People tend to simultaneously accept mutually exclusive beliefs. If they are generally prone to tolerate inconsistencies, irrespective of their content, we say they are prone to doublethink. We developed a measure to capture individual differences in this tendency and demonstrated its construct and predictive validity across two studies. In Study 1, participants ( N = 240) filled in the doublethink scale, the rational/intuitive inventory, and three measures of conspiratorial beliefs (conspiracy mentality, belief in specific and contradictory conspiracies). Doublethink was meaningfully related to all measured variables and was predictive of all conspiratorial beliefs over and above rational/intuitive thinking styles. In Study 2 ( N = 149), we included the need for cognition and preference for consistency in the predictor set alongside doublethink, while the criterion set remained the same. Once again, doublethink related in an expected way to other measured variables and was predictive of belief in conspiracy theories after accounting for the effects of need for cognition and preference for consistency. We discuss the properties of the scale and how it relates to other consistency measures, and offer two ways to conceptualize doublethink: as a lack of metacognitive ability to spot inconsistencies or as a thinking style that easily accommodates inconsistent beliefs.

Linking individual differences in cognitive control and perception: Meta-perception in older and younger adults

Visual perception is not only shaped by sensitivity, but also by confidence, i.e. the ability to estimate the accuracy of a visual decision. There is robust evidence that younger observers have access to a reliable measure of their own uncertainty when making visual decisions. This metacognitive ability might be challenged during aging due to increasing sensory noise and decreasing cognitive control resources. We investigated age effects on visual confidence using a confidence forced-choice paradigm. We determined discrimination thresholds for trials in which perceptual judgements were indicated as confident and for those in which they were declined as confident. Younger adults (19-38 years) showed significantly lower discrimination thresholds than older adults (60-78 years). In both age groups, perceptual performance was linked to confidence judgements, but overall results suggest reduced confidence efficiency in older adults. However, we observed substantial variability of confidence effects across all particpants. This variability was closely linked to individual differences in cognitive control capacities, i.e. executive function. Our findings provide evidence for age-related differences in meta-perceptual efficiency that present a specific challenge to perceptual performance in old age. We propose that these age effects are primarily mediated by cognitive control resources, supporting their crucial role for metacognitive efficiency.

Effect of inquiry science learning on students’ metacognitive skill

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.