A Study on Metacognitive Thinking Skills of University Students

Guiding students how to think critically and creatively is a crucial part of the educational process in order to meet the required skills to face the 21st century. In addition, attention to the local culture especially that is closely related to the scientific concepts needs to be strongly emphasized. Due to those two aspects i.e. creative and critical thinking as well as attention to local culture, the ethno-STEM project-based learning for high school students has been implemented and its impact to students’ critical and creative thinking skills has been investigated. This study involved 230 students from seven high schools in Central Java Indonesia. The data collection was carried out through a set of instruments to reveal the students’ critical and creative thinking skills. The instruments were declared as valid based on the experts’ judgment and showed an Alpha Cronbach score of 0.79 prior to use. The results showed that the ethno-STEM project-based learning was able to improve the average critical and creative thinking skills of students in all indicators varying from low to medium categories. The improvement of students' critical thinking skills was observed by the achievement of the N-gain score, i.e. 52 students (22.6%) achieved a high category, 102 students (44.4%) achieved a medium category, and 76 students (33.0%) achieved a low category. Moreover, an increase in the creative thinking skills was also observed, indicated by the N-gain score, i.e. 63 students (27.4%) were at a high category, 109 students (47.4%) were at a medium category, and 58 students (25.2%) were at a low category. In conclusion, the ethno-STEM project-based learning showed a significant effect on the improvement of students' critical and creative thinking skills.

show abstract

“…It encouraged more effective and efficient thinking. In short, metacognitive could lead to high order thinking skills (Coşkun, 2018).…”

Section: Methodsmentioning

confidence: 99%

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Sumarni

Kadarwati

2020

JPII

173

View full text Add to dashboard Cite

show abstract

“…In line with the definition from Van De Bogart, Dounas-Frazer, Lewandowski, & Stetzer [7] interpret metacognition as thinking about one's thoughts. Metacognitive shows an individual's awareness of the structure and function of his own cognitive system, knowing what they are learning and how to learn it [8]. Another perspective, metacognitive Therefore, it can be concluded that metacognitive ability is a skill or capability possessed by someone in managing and controlling their cognitive dynamics that can affect how they learn effectively.…”

Section: Introductionmentioning

confidence: 99%

Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia

Sukarelawan

Sriyanto

2019

JRKPF

View full text Add to dashboard Cite

This study aims to map the metacognitive awareness profile of students. Respondents involved were 198 students (24% male and 76% female) who were spread in Grade X and XI Science. Respondents were selected using convenience sampling techniques at SMAN 2 Bantul in 2018/2019 Academic Year. Students' metacognitive awareness data were collected using the Jr. MAI developed by Kim et al. Students' metacognitive awareness data were analyzed descriptively and quantitatively. Results showed that female were more dominant having metacognitive awareness than male students. Overall, students already have good metacognitive awareness in knowledge and regulation aspects. Students' metacognitive knowledge were dominant distributed in Good (class X) and Very Good (class XI) category. While the Students' metacognitive regulations were dominant distributed in the Good category (class X and XI). The results of this study are expected to be used as a teacher's reference in designing effective teaching strategies to improve student academic achievement.

show abstract

“…The role of lecturer is related to the implementation of appropriate learning model in content to be learned and help in discussion and give encouragement or direction (Hogan, 2014;Susiati, Adisyahputra, & Miarsyah, 2018;Permana & Chamisijatin, 2019). Student-centered learning is also good to use to strengthen or empower metacognitive skill, such as considering knowledge, expertise, attitude, and believe in what can be done and want to be done (Coskun, 2018). It is important also to allow students to ponder on what they have learned to know their own understanding level (Garcia, 2016).…”

Section: Resultsmentioning

confidence: 99%

Analysis of Conceptual Understanding of Botany and Metacognitive Skill in Pre-Service Biology Teacher in Jakarta, Indonesia

Ristanto¹,

Lestari²,

Miarsyah³

2019

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

The achievement of learning objective of Biology, especially Phanerogamic Botany requires several important aspects, namely conceptual understanding and metacognitive skill. Analysis of conceptual understanding of Botany and metacognitive skill is needed to know to what extent are both aspects of achieving the learning objectives. The research aims to know and analyze the conceptual understanding and metacognitive skill of college students to achieve course objectives. The research is conducted in July 2018 at the Universitas Negeri Jakarta in Phanerogamic Botany course Eudicot sub-course material with 77 students as sample. The research includes quantitative research with descriptive approach. Results obtained are, among others, the mean of conceptual understanding of Botany and metacognitive skill is 63.07 and 50.15, respectively, which is low based on the achievement score. The analysis result indicates that conceptual understanding of Botany is considered as low due to the difficulty faced by students in finding an example for each clade and in understanding the scientific terms that are the base of the learning. Students, however, can apply the concept into problems faced and students' metacognitive skill in student planning aspect is unable to arrange goals to be achieved to prioritize the learning.

show abstract

A Study on Metacognitive Thinking Skills of University Students

Cited by 24 publications

References 21 publications

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Ethno-Stem Project-Based Learning: Its Impact to Critical and Creative Thinking Skills

Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia

Analysis of Conceptual Understanding of Botany and Metacognitive Skill in Pre-Service Biology Teacher in Jakarta, Indonesia

Contact Info

Product

Resources

About