The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

Adiansyah, Romi; Corebima, Aloysius Duran; Zubaidah, Siti; Rohman, Fatchur

doi:10.11591/ijere.v10i4.21597

Cited by 10 publications

(15 citation statements)

References 44 publications

(76 reference statements)

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“…In science learning, students' scientific attitude will help students understand concepts easily and affect their learning outcomes (Supardi, Istiyono, & Setialaksana, 2019;Thahir et al, 2020). Moreover, scientific attitude included in the cognitive components will gives a significant impact on the student in making a decision or taking action (Adiansyah et al, 2021). This is also confirmed by Fitriani et al (2020) that students with an excellent scientific attitude will not easy to believe and accept unproven and illogical information scientifically (Fitriani et al, 2020).…”

Section: Resultsmentioning

confidence: 94%

“…In addition to affecting the student's skills, the absence of practicum had an impact on the student's attitude in science learning or so-called scientific attitude. Several previous studies stated that students' scientific attitudes are relatively still low (Adiansyah, Corebima, Zubaidah, & Rohman, 2021;Genc & Acar, 2021;Hastuti, Nurohman, & Setianingsih, 2018;Ilmi, Sukarmin, & Sunarno, 2020;Jaenudin, Syaodih, Sopandi, & ..., 2022).…”

Section: Introductionmentioning

confidence: 96%

“…Scientific attitude is defined as attitude related to readiness, honesty, curiosity, and willingness that are needed to take action in science process (Adiansyah et al, 2021;Rohaeti, Prodjosantoso, & Irwanto, 2020). Other researchers stated that scientific attitude is the ability/ capacity to take an action consistently, rationally, and objectively in problem-solving or conducting the process of research that is reflected through one's behavior (Astuti, Sugiyarto, & Ikhsan, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Other researchers stated that scientific attitude is the ability/ capacity to take an action consistently, rationally, and objectively in problem-solving or conducting the process of research that is reflected through one's behavior (Astuti, Sugiyarto, & Ikhsan, 2020). Scientific attitude consists attitude of curiosity, open-mindedness, attitude of discovery, open attitude, honesty, critical thinking, objective, responsibility, cooperation, firm stance is someone who has a scientific attitude (Adiansyah et al, 2021;Astuti et al, 2020;Hadiati et al, 2019;Islam Pitafi, Farooq Principal, & Khadizai, 2012;Rohaeti et al, 2020) and perseverance (Dwi Ananda & Eko Atmojo, 2022;Ekawati, 2017;Gauld & Hukins, 1980;Ilmi et al, 2020;Isnaeni, Sujatmiko, & Pujiasih, 2021;Sunariyati, Suatma, & Miranda, 2019). Previous studies mention that the three aspects of scientific attitude including curiosity, open-mindedness, and objectivity had crucial roles in the learning process (Fitriani, Zubaidah, & Susilo, 2020;Hastuti et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Profile of Students’ Scientific Attitudes Through Practicum Activities Using Student E-Worksheet Based Chemicals at Home

Saputri¹,

Rohaeti

Wiyarsi

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Students’ competencies in the 21st century can be achieved if the students have various skills and scientific attitudes. Scientific Attitude will affect students' minds or memories and actions that require in making decisions and problem-solving in the future. So, the aim of this study was to describe the profile of students' scientific attitudes through Practicum Activities Using Student E-Worksheet Based Chemicals at Home. This research used a descriptive quantitative method. The research was conducted in Budi Mulia Dua senior high school, Yogyakarta, Indonesia, at the last of the first semester of the academic year 2021/2022. The observation involved 15 of tenth-grade students as the participant. The data was collected using an observation sheet which was developed based on students' scientific attitude aspects. The instrument has been validated by expert learning lecturers so that it is feasible to use. The data obtained from the students were analyzed descriptively and quantitatively. The results of students’ scientific attitudes were in the good category ie. 75.8%. Therefore, teachers need to innovate the learning process in order to improve students' scientific attitudes

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Section: Resultsmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Profile of Students’ Scientific Attitudes Through Practicum Activities Using Student E-Worksheet Based Chemicals at Home

Saputri¹,

Rohaeti

Wiyarsi

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…Research shows that the learning approach in Indonesia is generally not oriented to the learning process that trains the 21st century skills of prospective teacher students [4], [5], [6], [7]. Their lecturers (including biology lecturers) only focus on the subject matter and the completeness of the sub-sub-discussions of the material.…”

Section: Introductionmentioning

confidence: 99%

EAQD-PC: Learning Model to Train Students' Metacognitive Skills to Overcome Difficulties in Learning Biology

Nurmi¹,

Susilo²,

Ibrohim³

et al. 2022

Preprint

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Biology is so complex that it has to be studied in different ways and focuses on processes. Self-regulation skills in learning are important metacognitive skills for students in studying Biology. Learning models that train strategic students in learning are a must so that they gain meaningful learning experiences through the process of exploration, analysis of new information carried out in learning by applying self-questioning strategies to monitor why new information can be trusted. The results of the synthesis between old knowledge and new knowledge are enhanced through peer coaching in class. This research was conducted to develop an EAQD-PC learning model (exploring, analyzing, questioning, defining peer coaching) and tools that are valid, practical, and effective. The model development procedure includes the preliminary research stage, the prototype stage, and the assessment stage. Model validation data was collected using expert validation instruments. While the practicality of the model components is measured by the implementation observation sheet. The effectiveness of the model was measured using a metacognitive skill test and a questionnaire. This model is applied to students majoring in Biology Education at Muhammadiyah University of Bone, even semester 2019/2020. The results showed that the components of the EAQD-PC model (a) with a value of 3.87, and valid learning model supporting tools with a value of 3.83, (b) practicality with a value of 3.89 and (c) effectiveness with a value of 3, 97 . This study proves that the EAQD-PC model is practical and effective for training students' metacognitive skills.

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Metacognitive Awareness as a Predictor of Mathematical Modeling Competency Among Preservice Elementary Teachers

Oficiar,

Ibañez,

Pentang

2024

INT J EDUC METHODOL

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<p style="margin-left:28px; text-align:justify">Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics.</p>

show abstract

The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

Cited by 10 publications

References 44 publications

Profile of Students’ Scientific Attitudes Through Practicum Activities Using Student E-Worksheet Based Chemicals at Home

Profile of Students’ Scientific Attitudes Through Practicum Activities Using Student E-Worksheet Based Chemicals at Home

EAQD-PC: Learning Model to Train Students' Metacognitive Skills to Overcome Difficulties in Learning Biology

Metacognitive Awareness as a Predictor of Mathematical Modeling Competency Among Preservice Elementary Teachers

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