Comparison of students’ metacognitive skills by gender on chemical bonding in chemistry

Ahmed, Naseer; Wiyarsi, Antuni; Senam, Rar.Nat.

doi:10.26714/jps.7.2.2019.137-146

Cited by 3 publications

(3 citation statements)

References 24 publications

(26 reference statements)

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“…Other studies have found different things. Metacognitive awareness does not differ significantly by gender [34], [38]. No significant difference in metacognitive awareness based on gender due to the use of a learning model that is able to minimize gender differences, so that female and male students can have an equivalent metacognitive awareness [34].…”

Section: Metacognitive Regulation (Mr)mentioning

confidence: 95%

Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia

Sukarelawan

Sriyanto

2019

JRKPF

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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.

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Section: Metacognitive Regulation (Mr)mentioning

confidence: 95%

Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia

Sukarelawan

Sriyanto

2019

JRKPF

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“…Indonesian students have good facilities in lab and instruments in the lab while Pakistani students on the other hand, not any such facility [19]. There are some studies that show no difference between two different types of genders as [2] explained that mostly there is no significant difference in comparison between male and female learning skills. In this research in most aspects, there is no significant difference except experimental and manipulatives skills.…”

Section: Results On the Base Of Each Aspect According To Levene'smentioning

confidence: 99%

Practical Skills of Pakistani and Indonesian Students A Comparative Analysis

Ahmed¹,

Raharjo²,

Badshah³

et al. 2021

Advances in Social Science, Education and Humanities Research

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In the science learning process practical always have a significant role especially chemistry learning is completed with practical. Chemistry student's concepts clear after the practical performance in the laboratory. The purpose of this research is to improve the learning process in chemistry by comparing two countries' students' practical skills, especially experimental and manipulative, observation, drawing and reporting, and interpretive skills. This research is an experimental, observation sheet used for data collection, observation sheet was validated by three experts, reliability was checked in one class in both countries and modified for data collection. 71 Pakistani and 70 Indonesian organic chemistry undergraduate students were under observation, independent t-test used for data analysis. According to results, there is a significant difference between Pakistani and Indonesian students' practical skills in general, while according to each aspect Indonesian student's practical skills dominate Pakistani students in experimental and manipulative skills. On the other hand, in observation skills, drawing skills, and reporting and interpretive skills, there was no significant difference found, hence Indonesian and Pakistani students have the same practical skills in the last three aspect. Research can be held with different aspects for different results.

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“…However, several other studies found no significant differences between male and female students (e.g. Ahmed, Senam, & Wiyarsi, 2019;Herlanti, 2015). Based on class demographics in Table 7 2.…”

Section: Person Level Of Metacognitive Awarenessmentioning

confidence: 90%

Implementation of Rasch Model for Mapping Students’ Metacognitive Awareness

Sukarelawan

Jumadi

Kuswanto

et al. 2021

JPFI

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This study aim is to map students’ metacognitive awareness in physics subjects. This research was conducted at SMAN 1 Bantarsari in 2020. A total of 112 respondents (male = 17% and female = 83%) from class XI and XII were selected using a combination of snowball techniques and convenience sampling. Students’ metacognitive physics awareness was administrated using the Physics Metacognition Inventory (PMI) and analyzed using the Rasch model. The PMI inventory consists of 26 items and uses a Likert scale of 5 ratings ranging from 1 (never) to 5 (always). Mapping students’ physics metacognitive awareness based on the Logit Value of Person. Metacognitive awareness is classified into four levels, namely: low, medium, high, and very high levels. The results showed that more than 80% of students had metacognitive awareness at moderate and high levels. Dominant female students have metacognitive awareness at a high level and male students at a moderate level. The students’ metacognitive awareness in class XI and XII were at very high and moderate levels, respectively. The 15-16 year age group was dominant at a moderate level and the 17-18 year age group at a high level.

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Comparison of students’ metacognitive skills by gender on chemical bonding in chemistry

Cited by 3 publications

References 24 publications

Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia

Mapping of profile students’ metacognitive awareness in Yogyakarta, Indonesia

Practical Skills of Pakistani and Indonesian Students A Comparative Analysis

Implementation of Rasch Model for Mapping Students’ Metacognitive Awareness

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