Students’ Metacognitive Awareness in Natural Science Learning: An Overview by Gender

Abstract

This study aimed to identify the metacognitive awareness of high school students in natural science learning based on gender. This research is a descriptive study with a sample of 24 students. Data on students' metacognition awareness was collected using the Metacognition Awareness Inventory (MAI) which was analyzed descriptively and statistically. The results showed that students' metacognitive awareness was categorized as good enough (1.33 < MA ≤ 2.33) and low (MA ≥ 1.33). Students' metacognition awareness was not significantly different in terms of gender (p> 0.05). Based on the results of the study, it can be concluded that metacognitive awareness needs to be improved through good interventions in learning. Student gender differences need to be investigated further using a larger sample to obtain more relevant and comprehensive data on metacognitive awareness

The correlation between metacognitive awareness and cognitive learning outcomes based on gender of biology education students

“…In addition, research finding on the academic achievement of the concepts of photosynthesis and respiration in plants also show differences between male and female students, though the difference is not significant (Yenilmez, Sungur, & Tekkaya 2006;Young, & Oxford, 1997). Gender has no significant effect on students' metacognitive awareness (Asy'ari, Mirawati, Zubaidah, & Mahanal, 2022). The affective domain encompasses metacognitive awareness that enables students to use appropriate strategies to solve certain problems, and there are no significant differences between males and females (Sk & Halder, 2020).…”

Metacognition and Thinking Style: Unlocking the Potential of Physics Problem Solving

“…Concrete sequential thinking style provides the highest correlation to metacognitive behavior in solving physics problems. This condition can be explained because of the similarities shared with metacognitive behavior, specifically adhering to reality and information that is processed in an orderly manner (Asy'ari et al, 2022). Concrete sequential type uses more senses such as using pictures in the problem-solving process.…”

Measurement model testing: Adaption of self-efficacy and metacognitive awareness among university students

“…Metacognitive awareness is described as a phenomenon that presents itself in a variety of ways that occur when individuals interact with circumstances and occurrences in their real-life experiences (Adinda et al, 2021). Metacognitive information will assist individuals in organizing, monitoring, and sequencing their learning so that productivity gains may be achieved efficiently (Asy'ari et al, 2022). Furthermore, Moxon (2022) mentioned that "critical reflection is a process of indepth analysis that reveals implausible concepts, assumptions, expectations and makes our own reflection apparent".…”

“…Many connotations have emerged in this circumstance. Asy'ari et al (2022) did considerable research on the metacognition, which was defined by Flavell (1979) as being used by learners in the case of planned learning and problem-solving, awareness and regulation of cognitive processes. Metacognitive knowledge, as described by Karaoglan Yilmaz (2022) is "knowledge about distinct components of an individual's thinking processes" and "modifying capabilities of individuals about cognitive operations in order to understand more effectively."…”