Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

Asy’ari, Muhammad; Rosa, Cleci Teresinha Werner da

doi:10.36312/ijece.v1i1.731

Cited by 8 publications

(7 citation statements)

References 35 publications

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“…Through inquiry, learners' CT skills have been trained through exploration (Ernita et al, 2021), while through ethno-inquiry learning, PSTs have reflected on the rules of science in everyday life in accordance with cultural entities and local wisdom. This practice of reflection is important as a process of cognitive regulation (Asy'ari & Da Rosa, 2022), where PSTs have the experience of learning how they self-evaluate each process and the way they think (Choy et al, 2017). The self-assessment process carried out continuously has an impact on increasing the CT skills of PSTs (Verawati et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Opportunities to Stimulate the Critical Thinking Performance of Preservice Science Teachers Through the Ethno-Inquiry Model in an E Learning Platform

Prayogi

Ahzan²,

Indriaturrahmi³

et al. 2022

IJLTER

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The acquisition of critical thinking (CT) as one of the 21st century skills is categorically crucial. Therefore, the effective training of CT skills in terms of learning activities needs detailed exploration. This study applied the ethno-inquiry model in an e-learning platform and evaluated its impact on the CT skills of preservice science teachers (PSTs). The experimental design employed the randomized pretest-posttest control design involving 62 PSTs as participants, divided equally into an experimental and control group. Participants’ CT skills were assessed using essay tests. The tests focused on the CT skills dealing with analysis, inferencing, evaluation, and decision-making indicators. The CT scores were analyzed using parameters of the average pretest-posttest. The learning implementation effects were calculated using a paired t test and analysis of covariance (ANCOVA) at the significance level of .05. The findings demonstrated that the CT scores for the experimental group increased from the less critical to the critical level. This result was better than that of the control group. Similarly, the improvement of individual CT performance was better in the experimental group. Based on the results of the analysis, the t test and ANCOVA of both groups confirmed that the ethno-inquiry model had a significant effect on the CT skills of participants. The results thus provide convincing evidence of the essential roles of the ethno-inquiry model in science learning and it is therefore recommended that the model be implemented in science classes.

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Section: Discussionmentioning

confidence: 99%

Opportunities to Stimulate the Critical Thinking Performance of Preservice Science Teachers Through the Ethno-Inquiry Model in an E Learning Platform

Prayogi

Ahzan²,

Indriaturrahmi³

et al. 2022

IJLTER

View full text Add to dashboard Cite

show abstract

“…In addition, the investigation on examining the metacognitive awareness of prospective science teachers in remote learning environments, considering cognitive styles and gender differences. This investigation could provide insights into the challenges and opportunities associated with remote learning and the development of metacognitive skills among prospective teachers (Asy'ari & Rosa, 2022). Moreover, the exploration of the perspective science teachers on the use of indigenous knowledge in promoting metacognitive awareness and instructional practices could shed light on the potential integration of indigenous knowledge and metacognitive strategies in science education, contributing to culturally responsive teaching practices (Mudau & Tawanda, 2022).…”

Section: Future Directionmentioning

confidence: 96%

How Does Metacognitive Knowledge Potential Impact on the Academic Success of Prospective Science Teachers?

Asy'ari,

Prayogi,

Samsuri

et al. 2023

J. Prisma. Sains

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Metacognition generally has two essential components: metacognitive knowledge and metacognitive awareness. Unfortunately, research that focuses on and explores the description of metacognitive knowledge and its implications for the academic success of prospective science teacher students is still rare. The current study aimed to explore (1) the baseline levels of metacognitive knowledge (MK) among prospective science teachers (PST), (2) the relationship between the extent of MK and academic success, and (3) the potential differences in MK based on gender. The correlational research with the survey method was used in the study. The study involved 206 (male: 93 and female: 113) prospective science teachers who participated in a fundamental physics course at Mandalika University of Education as a sample. Data on MK was collected using twenty items of essay tests that are valid and reliable to collect PSTs’ MK. In contrast, PSTs’ learning success data was collected using instruments used in mid-semester examinations and practical laboratory test results. The data was further analyzed descriptively and statistically using the ANOVA and Pearson correlation tests. The result shows that PSTs’ MK is in the low category (MK<60). Additionally, male prospective science teachers demonstrated better declarative (mean: 59.247; p < 0.05) and procedural knowledge (mean: 64.482; p < 0.05) indicators, and MK positively correlates in each indicator. Based on the findings, it is evident that PSTs' MK significantly differs between males and females, the positive correlations between MK indicators, and potentially impact teaching practices and cognitive outcomes. Furthermore, future research needs to develop effective interventions, learning models, and instructional practices to enhance metacognitive skills and science learning outcomes in teacher education.

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“…The advent of sophisticated tools, digital resources, and a diverse array of digital learning platforms presents a substantial opportunity for science education to evolve into a more interactive, inclusive, and pertinent field. The integration of technology into science education has paved the way for a multitude of innovations in teaching and learning methodologies (Asy'ari & Da Rosa, 2022;Bilad, 2023;Verawati et al, 2023). Educators can employ computer simulations to elucidate intricate concepts, facilitating a more comprehensible understanding for students.…”

Section: Introductionmentioning

confidence: 99%

Technology-Based Future Science Education: Axiological Philosophy in the Framework of Bibliometric Analysis

Ahzan,

Prayogi,

Azmi

et al. 2024

J. Prisma. Sains

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Science education is crucial in developing our understanding of the natural world and enhancing knowledge growth. With rapid advancements in information and communication technology, there is a unique opportunity to transform science education into a more interactive, inclusive, and relevant discipline. However, this evolution prompts philosophical questions, especially concerning axiology—the study of the value and impact of technology on the future of science education. This research explores the axiological aspects of technology integration in science education through a bibliometric analysis, focusing on how technology-based methods can enrich science learning. A comprehensive literature review reveals that technology is crucial in making science education more accessible, motivating students, facilitating the acquisition of new skills, fostering critical thinking, and boosting student engagement. It highlights the value of incorporating technology into educational practices and how it aligns with axiological considerations in science education. The findings emphasize the need for a deeper philosophical understanding of technology's role in science education to ensure its ongoing relevance and effectiveness. Looking forward, the integration of technology in science learning promises to advance our knowledge and suggests a fertile area for future research, emphasizing the exploration of innovative technological tools that can further enhance science education for all students.

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Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

Cited by 8 publications

References 35 publications

Opportunities to Stimulate the Critical Thinking Performance of Preservice Science Teachers Through the Ethno-Inquiry Model in an E Learning Platform

Opportunities to Stimulate the Critical Thinking Performance of Preservice Science Teachers Through the Ethno-Inquiry Model in an E Learning Platform

How Does Metacognitive Knowledge Potential Impact on the Academic Success of Prospective Science Teachers?

Technology-Based Future Science Education: Axiological Philosophy in the Framework of Bibliometric Analysis

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