The Analysis of Student Metacognition Skill in Solving Rainbow Connection Problem under the Implementation of Research-Based Learning Model

Dafik, Dafik; Sucianto, Bayu; Irvan, Muhammad; Rohim, Muhammad Abdul

doi:10.29333/iji.2019.12438a

Cited by 20 publications

(10 citation statements)

References 10 publications

(8 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, knowledge of cognition is knowledge, ideas, and theories that students have memorized about goals and strategies to complete tasks (Çetin, 2017;Zohar & Barzilai, 2013). It includes 3 sub-components: declarative, procedural, and conditional Knowledge (Dafik et al, 2019;Schraw & Moshman, 1995;Taasoobshirazi et al, 2015). Second, the regulation of cognition is a sequence of activities or actions students take to control their thinking or learning (Mahdavi, 2014).…”

Section: Discussionmentioning

confidence: 99%

The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model

Sukarelawan¹,

Jumadi²,

Kuswanto³

et al. 2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">Metacognition inventory supports increased awareness and self-control to improve student’s academic success, including physics. However, there are limitations to revealing the Physics Metacognition Inventory (PMI), especially in Indonesia. This study aims to explore and evaluate the psychometric properties of PMI. This survey research has involved 479 students from three high schools in Indonesia. The psychometric properties of the I-PMI were evaluated using a Confirmatory Factor Analysis and Rasch Model approach. The results show that the Indonesian Physics Metacognition Inventory (I-PMI) is collected in 6 constructs from 26 items. The validity, reliability, and compatibility tests have also been analyzed with good results. The five rating scales used have adequate functionality. This research has also presented more comprehensive information about the Physics Metacognition Inventory in the context of Indonesian culture. This study has implications for using I-PMI to assess students’ metacognition at the high school level in Indonesia and recommendations for future research.</p>

show abstract

Section: Discussionmentioning

confidence: 99%

The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model

Sukarelawan¹,

Jumadi²,

Kuswanto³

et al. 2021

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…One learning model that gives students freedom in building a knowledge based on research steps is a Research Based Learning (RBL) model. Dafik [8] explains that Research-Based Learning has advantages for learners, encompassing increased motivation to learn, improved ability to do meaningful work and enhanced problem-solving, especially when dealing with complex problems. What is more, RBL encourages students to be more active and thus skilled in solving complex problems, makes learning fun, and improves cooperation, interactivity, and mutual collaboration.…”

Section: Collaborate (Level 5)mentioning

confidence: 99%

The analysis of students metaliteracy under the implementation of RBL-STEM in solving graph rainbow antimagic coloring problems

Kurniawati

Dafik

Agustin

et al. 2022

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

Problem-solving can grow if students are trained to have metaliteracy. Metaliteracy is the ability to think that focuses on critical thinking skills and collaborative efforts. This study aims to determine the impact of the implementation of RBL-STEM to analyze the metaliteracy of students in solving rainbow antimagic coloring problems. The methods used in this study were a combination of quantitative and qualitative methods. This research used two classes, experimental and control. Both classes were given the same treatments with different experiment classes using LKM that have been developed with the RBL model. The analysis of the results of the homogeneity test on the pre-test items showed that the two classes were homogeneous with a significant value is ≥ 0.05, and the results of the independent sample t-test on post test result showed that the sig (2-tailed) value is 0.000 (p ≤ 0.05) so its significant. It can be concluded that the RBL-STEM model can improve the metaliteracy level of the students in solving rainbow antimagic coloring.

show abstract

“…Khwanchai et al (2017) specifically mentioned creative thinking skills. Dafik et al (2019) stated RBL had a significant effect on metacognitive skills.…”

Section: Introductionmentioning

confidence: 98%

Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review

Arifin¹,

Sukristyanto²,

Widodo³

et al. 2022

IJELS

View full text Add to dashboard Cite

RBL (Research-Based Learning) is multi-faced learning. RBL can be applied through different instructional strategies and techniques. The outcome of RBL itself also varies according to the skills needed in the 21st century. However, RBL requires specific guidance on how to implement it properly and correctly so that the multi-faced RBL can be directed and maximize its effectiveness. This study aims to identify the implementation, outcome, and effectiveness of RBL. This study conducted a systematic literature review of 449 articles related to RBL. A number of these articles were selected through inclusion and exclusion criteria, which included a timeline, type of document, source, and language. Finally, 40 articles were selected for analysis. This study incorporates multiple research designs, where the review meets the Publishing Standards for Item Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Science Direct, Eric, and Google Scholar as databases were used to find articles in this study. The results showed that RBL can be implemented properly in three ways, namely RBL as a method, RBL development which in this case must go through trials first, and integration of RBL in further learning also requires trials. While the outcomes of RBL include cognitive, attitude, and skill aspects. Finally, the effectiveness of RBL still requires further research related to the attitude aspect.

show abstract

The Analysis of Student Metacognition Skill in Solving Rainbow Connection Problem under the Implementation of Research-Based Learning Model

Cited by 20 publications

References 10 publications

The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model

The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model

The analysis of students metaliteracy under the implementation of RBL-STEM in solving graph rainbow antimagic coloring problems

Implementation, Outcomes, and Effectiveness of Research-Based Learning: A Systematic Literature Review

Contact Info

Product

Resources

About