Metacognitive awareness- evaluation and implications in medical students

Panchu, Pallavi; Bahuleyan, Biju; Seethalakshmi, K. K.; Thomas, Tom

doi:10.18203/2320-6012.ijrms20162331

Cited by 10 publications

(12 citation statements)

References 11 publications

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“…In terms of metacognitive regulation, the present research finding indicates that metacognitive regulation of female learners better than male. However, the exist differences between male and female learners in their metacognitive regulation is in accordance with studies conducted by Panda [21] and Panchu et al [36] as they found the differences in male and female metacognitive as well. Panda [21] found that male students better in metacognitive regulation compared to female while female students better in metacognitive knowledge than male.…”

Section: Discussionsupporting

confidence: 89%

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Mapping metacognitive awareness of Chinese language learners

et al. 2021

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The role of metacognitive awareness on language teaching and learning have been confirmed by several studies, but the discussions of this topic in Chinese as foreign language are limited. The aim of the present research was to map metacognitive awareness profile of Chinese language learners. Total respondent of this research was 80 Chinese language learners (38 males and 42 females) which comprise secondary students. Convenience sampling technique was employed to select the respondents. Meanwhile, the metacognitive awareness data were collected utilizing Junior Metacognitive Inventory. The obtained data were analyzed using descriptive statistic. Mann-Whitney U Test was employed to investigate the significance differences of metacognitive awareness between male and female. The findings showed that 46.25% of Chinese Language Learners have a good metacognitive knowledge, 28.75% fair, 20% very good, 3.75% poor, and 1.25% very lacking. The finding also showed that 40% students have good metacognitive regulation, 36.25% fair, 15% very good, 7.50% poor, and 1.25% very lacking. In addition, between male and female students have no significant difference in knowledge of cognition. On the contrary, regulation of cognition female learners (Mdn= 32.50) significantly (U= 551.000, p0.05) better compared to male (Mdn= 30).

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Section: Discussionsupporting

confidence: 89%

“…More detail explored on metacognition in some research reports, there are several studies have been carried out by researchers. They discussed various type of metacognition such as metacognitive skills [6]- [12], metacognitive strategy [13]- [16], metacognitive judgement [17], and metacognitive awareness [18]- [36].…”

Section: Introductionmentioning

confidence: 99%

Mapping metacognitive awareness of Chinese language learners

et al. 2021

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“…According to Tansyani (2016), consciousness in significant levels of metacognition is closely related to student's ability to develop and use improved learning process by designing enhanced models, monitoring, evaluating and reflecting on the process of learning. Ulfa, Sistiana, and Setiono (2018), cite a number of authors (Fauzi, 2013;Panchu, Bahuleyan, Seethalakshmi, & Thomas, 2016) who emphasized the need for good metacognition during learning and demanded great efforts from teachers and lecturers to empower students with metacognitive abilities. The argument from these authors presupposes that student with good metacognitive awareness will learn better and faster relative to those who do not have good metacognitive awareness.…”

Section: Background Of the Studymentioning

confidence: 99%

Examining College of Education Students’ Metacognitive Consciousness in Solving Problems on Geometric Theorem

Yakubu,

Bornaa,

Kwakye

et al. 2022

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Improving the quality of mathematics education and achievement at both the College level and the Basic schools are dependent on effective teaching and learning strategies. This drives attention towards identifying underlying factors to competent performance which is dependent on the efficiency of teachers and students in the use of metacognitive learning strategies. To this effect, the interest was to determine whether College of Education students adopt metacognitive strategies to tackle problems on Geometric Theorem. To suit the purpose of the research, collective case study design was used to obtain the range of distribution of the variables of interest within the population. The study was conducted using nine Colleges of Education in the Northern Zone of the country. The sample comprising equal numbers of Elective Mathematics students and non-Elective Mathematics students were randomly drawn from two Colleges which were purposefully selected from the nine Colleges. Questionnaire was employed to collect the data which was adapted from a standard tool for measuring the subscales under metacognition. Mean and standard deviation for responses under the metacognition subscales (procedural knowledge, declarative knowledge, information management strategies, debugging strategies, planning, monitoring comprehension and evaluation) of the instrument showed that the respondents were conscious of their metacognitive strategies adopted in solving Geometric Theorem (GT) problems. The results revealed remarkable levels of consciousness in each of the subscales.

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“…Kemampuan metakognitif yang belum berkembang dapat dipengaruhi oleh cara evaluasi. Penilaian berperan penting pada pembelajaran IPA agar guru mengetahui kemampuan siswa sehingga dapat dilakukan tindak lanjut yang tepat untuk siswa (Iskandar, 2014;Kallio, Virta, & Kallio, 2018;Nurwahidah, 2017;Panchu, Bahuleyan, Seethalakshmi, & Thomas, 2016). Penilaian yang baik adalah penilaian yang menekankan pada proses yang terjadi (Fauziya & Suhara, 2015).…”

Section: Pendahuluanunclassified

Model problem based learning berbantuan jurnal belajar terhadap kemampuan metakognitif siswa

2019

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Jurnal belajar dapat dijadikan sebagai media untuk melakukan kegiatan menilai diri sendiri yang dapat dintegrasikan dengan problem-based learning (PBL). Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model PBL berbantuan jurnal belajar terhadap hasil belajar kognitif dan kemampuan metakognitif siswa. Desain penelitian ini yaitu quasi-experimental design dengan bentuk posttest-only control design. Hasil penelitian menunjukkan bahwa pengaruh model PBL berbantuan jurnal belajar terhadap hasil belajar kognitif sebesar 61% dengan kategori kuat, sedangkan pengaruh model PBL berbantuan jurnal belajar terhadap kemampuan metakognitif sebesar 41% dengan kategori sedang. Berdasarkan analisis data untuk belajar kognitif siswa menunjukkan bahwa model PBL berbantuan jurnal belajar berpengaruh secara signifikan terhadap hasil belajar kognitif siswa. Hasil uji t menunjukkan bahwa jurnal belajar memberikan pengaruh yang sedang terhadap kemampuan metakognitif siswa. Oleh karena itu, disimpulkan bahwa pembelajaran menggunakan model PBL berbantuan jurnal belajar berpengaruh terhadap hasil belajar kognitif dan kemampuan metakognitif siswa.

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Metacognitive awareness- evaluation and implications in medical students

Cited by 10 publications

References 11 publications

Mapping metacognitive awareness of Chinese language learners

Mapping metacognitive awareness of Chinese language learners

Examining College of Education Students’ Metacognitive Consciousness in Solving Problems on Geometric Theorem

Model problem based learning berbantuan jurnal belajar terhadap kemampuan metakognitif siswa

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