Profile of Senior High School Metacognitive Ability in Solving Problems of Abstraction on Physics Material

Yanti, Helda; Distrik, I Wayan; Khasyyatillah, Isra

doi:10.24042/jipfalbiruni.v6i2.2061

Cited by 9 publications

(9 citation statements)

References 5 publications

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“…There were no participants who performed at least "good" category in metacognitive skills. As the result, the findings of this research were completing the information about the lack of metacognitive skills of Indonesian students as reported in some grades, such as Junior High School [27] and Senior High School [29], [35]. The various understandings about metacognitive concept were obtained through the content analysis to the responses of the participants.…”

Section: Resultsmentioning

confidence: 71%

“…Some studies focus on the influence of learning model implementation [24], [25] and the development of instrument [22], [26] as well as learning media [27] on … students' metacognition. Besides, some studies concern to profile or distribution level of students' metacognition [28], [29]. Most of the studies involved students as the subjects of research.…”

Section: Introductionmentioning

confidence: 99%

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The Metacognition of Pre-Service Biology Teachers: Awareness, Skills, Understanding, and Practices

Fauzi¹,

Sa'diyah²

2019

Proceedings of the 6th International Conference on Community Development (ICCD 2019)

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Metacognition is the basic competency to become an independent learner. Unfortunately, the level of understanding and empowering this competency are still very low in Indonesia. This mixed-method study aimed to show the metacognition level and understanding about metacognition-based learning of Pre-service teachers. The subjects of this study were 36 last-term students majoring Biology Education Program in Malang. The metacognitive awareness inventory and metacognitive skills rubric were used to collect students' metacognition level data, while open-ended questions were used to find out students' understanding about metacognition as well as metacognition-based learning. Data on students' metacognitive awareness and skills were analyzed using descriptive statistics, while qualitative coding and analysis were carried out to find out students' understanding about metacognition and metacognition-based learning. The findings showed that the level of metacognitive awareness of Pre-service biology teachers was good, while their skills were relatively low. This study also showed that many Preservice teachers did not understand what metacognition is and how to empower it. Therefore, it needs to increase teachers' competencies regarding to metacognition in Indonesia.

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Section: Resultsmentioning

confidence: 71%

Section: Introductionmentioning

confidence: 99%

The Metacognition of Pre-Service Biology Teachers: Awareness, Skills, Understanding, and Practices

Fauzi¹,

Sa'diyah²

2019

Proceedings of the 6th International Conference on Community Development (ICCD 2019)

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“…Sayangnya, banyak guru di Indonesia terindikasi masih jarang menerapkan pembelajaran yang mampu memberdayakan keterampilan metakognitif siswa. Informasi tersebut diperkuat dengan beberapa laporan yang menginformasikan rendahnya keterampilan metakognitif siswa di berbagai sekolah di wilayah Indonesia (Diella & Ardiansyah, 2017;Nurajizah, Windyariani, & Setiono, 2018;Susilo, Kartono, & Mastur, 2019;Tjalla & Putriyani, 2018;Yanti, Distrik, & Khasyyatillah, 2017), Padahal, terdapat berbagai bentuk dan inovasi pembelajaran yang terbukti mampu meningkatkan metakognisi siswa. Beberapa teknik pembelajaran yang direkomendasikan untuk digunakan guru dalam memberdayakan metakognisi siswa, antara lain refleksi dan penilaian diri (Colbert et al, 2015;Pedone, 2014), feedback (Colbert et al, 2015), hingga penyusunan peta konsep (Pedone, 2014).…”

Section: Pendahuluanunclassified

Kesadaran metakognitif siswa setelah mengikuti pembelajaran modifikasi cooperative script dipadu Hybrid-PjBl

Nurwidodo

Aisyah

Fauzi

2021

JINoP

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Empowering students’ metacognitive awareness is among the 21st century learning strategies. This research aims to determine the profile of students’ metacognitive awareness in Biology subject through the implementation of Cooperative Script (CS) modification strategy combined with Hybrid-PjBl. It employed quantitative method with the participants of students from XI IPA SMA 5 Malang. The instrument for data collection was Metacognitive Awareness Inventory, with descriptive statistics and Pearson Product Moment as data analysis techniques. Results show that 20% of students’ metacognitive awareness was in the “very good” category; 40% of students in the “good” category; while the remaining 40% were in the “fair” category. Based on more detailed analyses, one component of metacognition is classified as “fair”, six components are classified as “good”, while the rest is classified as “very good”. Most metacognition components are correlated with each other. These findings indicate that Biology learning with CS modification combined with Hybrid-PjBL potentially empowers students’ metacognitive awareness.

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“…According to Yanti, et al, (2017), the application of metacognition-based learning in physics learning will make it easier for students to solve physics problems. Zimmerman (1989) explains that self-regulation is an individual process to activate and maintain cognition, behavior, and achievement-oriented systematic influence of learners.…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning Strategy Based on Problem Solving to Improve The Learners’ Learning Outcomes

Ambaryani

Winarti

2019

JPF

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Self-regulated learning is an effort to manage an individual’s learning. This research aims to 1) determine the strategy of self-regulated learning (SRL) based on problem-solving toward the learners’ learning outcomes and 2) determine the learning outcome improvement of the learners in learning by using the SRL based-problem solving. This research is quantitative research with quasi-experimental type and pretest-posttest control group design. The sampling technique was purposive sampling. The research population covered all in Senior High School (SMA 5) Yogyakarta. The samples were from the tenth graders of Mathematics and Science Program 3 as the control group and Mathematics and Science Program 1 as the experimental group. The data collection methods consisted of test and non-test. The analysis result were, the hypothesis test showed that the applied strategy influenced the learners’ learning outcomes and the learners’ learning outcomes had improvements with the N-gain average score of 0.590, categorized moderate. Keywords: Problem-Solving, Self-Regulated Learning Strategy, Simple Harmonic Motion

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Profile of Senior High School Metacognitive Ability in Solving Problems of Abstraction on Physics Material

Cited by 9 publications

References 5 publications

The Metacognition of Pre-Service Biology Teachers: Awareness, Skills, Understanding, and Practices

The Metacognition of Pre-Service Biology Teachers: Awareness, Skills, Understanding, and Practices

Kesadaran metakognitif siswa setelah mengikuti pembelajaran modifikasi cooperative script dipadu Hybrid-PjBl

Self-Regulated Learning Strategy Based on Problem Solving to Improve The Learners’ Learning Outcomes

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