Modelling testlet instrument in blended learning design to assess students’ metacognition in the environmental chemistry course

Muawiyah, Dyah; Yamtinah, Sri; Indriyanti, Nurma Yunita

doi:10.1088/1742-6596/1157/4/042012

Cited by 3 publications

(3 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In recent years, studies related to metacognitive skills are being developed more frequently in educational environments, due to identified relationships between said skills, self-regulation in learning, problem solving, and academic achievement (Memnun & Akkaya, 2009). Therefore, some researchers consider metacognition to be one of the most prominent learning skills of the 21st century, with a strong relevance in the educational and psychological context (Muawiyah, Yamtinah, & Indriyanti, 2019).…”

mentioning

confidence: 99%

Relationship between metacognitive skills, gender, and level of schooling in high school students

Garzón

Bustos

Lizarazo³

2020

Sumapsi

View full text Add to dashboard Cite

The objective of this research was to analyse the relationships between metacognitive skills, gender, and level of schooling of high school students from a private school in the city of Bogotá, Colombia. The sample included 319 students from grades 6 to 11. The Metacognitive Awareness Inventory (MAI) was the instrument that allowed determining students' metacognitive skills. This instrument presents two components: cognition and regulation knowledge; consisting of 52 items. The results obtained were analysed through an ANOVA statistical analysis and a Bonferroni contrast. The first analysis concluded that there are no significant differences in metacognitive skills between men and women. On the other hand, the second analysis established differences in the development of metacognitive skills in high school students, favouring sixth grade novices.

show abstract

mentioning

confidence: 99%

Relationship between metacognitive skills, gender, and level of schooling in high school students

Garzón

Bustos

Lizarazo³

2020

Sumapsi

View full text Add to dashboard Cite

show abstract

“…However, metacognition ability is one essential skill required by students. This skill can be interpreted as a person's awareness of their knowledge and how they are able to regulate it [8].…”

Section: Fig 1 the Quadrants In Blended Learningmentioning

confidence: 99%

“…Integrated Testlets were used, where, the answer to one item affects the other within the same stem. The guidelines are presented in Table 3 [8].…”

Section: Research Instrumentmentioning

confidence: 99%

An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

Indriyanti

Yamtinah

Muawiyah

2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The use of technology blurred the borders between classroom learning and online platform as a blended design. This design is appropriately applied in higher education in the fourth industrial revolution era. The study aimed to investigate the progression of undergraduate students' metacognition of blended learning and their achievement in the environmental chemistry course. The study employed a quantitative method. The quantitative method used a quasi-experiment research method. A non-equivalent post-tests group control design was applied. The population was fifty-nine students who enrolled in the environmental chemistry course in the chemistry education department at one of the public universities in Indonesia. Twenty-nine students were randomly selected for experimental class and thirty students in the control class. The experimental class experienced the blended learning environment, while the control class had conventional learning. At the end of the course, both classes measured their metacognition using the Testlet instrument. The Testlet instrument can measure students' cognitive achievement in environmental chemistry courses, also students' metacognition. There is different progress regarding students' metacognition between two groups. However, students' cognitive achievement showed the same trend. This gap is caused by various factors, such as a difference in learning experience and unpreparedness of students in blended learning.

show abstract

Content validity uses Rasch model on computerized testlet instrument to measure chemical literacy capabilities

Fahmina¹,

Masykuri²,

Ramadhani³

et al. 2019

AIP Conference Proceedings

View full text Add to dashboard Cite

Modelling testlet instrument in blended learning design to assess students’ metacognition in the environmental chemistry course

Cited by 3 publications

References 7 publications

Relationship between metacognitive skills, gender, and level of schooling in high school students

Relationship between metacognitive skills, gender, and level of schooling in high school students

An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

Content validity uses Rasch model on computerized testlet instrument to measure chemical literacy capabilities

Contact Info

Product

Resources

About