Validitas Instrumen Karakterisasi Kemampuan Metakognisi Mahasiswa Calon Guru Fisika

Abstract

The purpose of this study was to describe the validity of the metacognition ability instruments which include metacognition knowledge and metacognition awareness. The metacognition knowledge instrument in the form of essay tests totaling 20 items, while the metacognition awareness instrument is the Metacognition Awareness Inventory (MAI). This study is a descriptive qualitative study to assess and obtain the quality of metacognition knowledge and metacognition awareness instruments that are valid to characterize student metacognition abilities. The instrument of student metacognition knowledge was validated by two physics educations’ experts, the instrument of metacognition knowledge was also empirically validated by involving 30 physics education students as respondents. Unlike the instrument of metacognition knowledge, the metacognition awareness instrument is only empirically validated by involving 90 students across the study program as respondents. The results showed: (1) the validator's assessment of the metacognition knowledge instrument both from the content validity aspect and construct validity was valid categorized (range of scores> 3.6) and reliable for the two components of assessment in a row namely Percentage of agreement = 97.3% and 98.6%, (2) the empirical validity of the metacognition knowledge instrument was declared valid (Pearson Correlation > rtable) and reliable (Cronbach's alpha = 0.944), (3) the instrument of metacognition awareness was declared reliable (0.6 ≤ α ≤ 1.0) although some components of the student metacognition awareness instrument are empirically declared invalid. These results indicate that the instrument of metacognition ability is valid to use in characterizing the prospective physics teacher students’ metacognition ability.

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

“…Data on MK collected using twenty items of essay test that valid and reliable to collect PSTs' metacognitive knowledge (Asy'ari et al, 2018). The instrument validated by experts and declared contently and constructively valid (score > 3.6) and reliable (r: .986).…”

Testing on A Diagnostic Test-based Science Metacognition Assessment Tool using Moodle

“…Metacognition as a 21st century skill is very important to learn to form independent students which is the ultimate goal of learning as proclaimed in the National Research Council of The National Academies. Skills such as adaptability, communication skills, problem-solving skills, self-development, and systems thinking are closely related to students' metacognitive abilities in learning, so they need to be taught to face today's global demands (Asy'ari et al, 2018). Metacognition is used to see how cognitive activities such as remembering, learning, and problem solving are carried out effectively (Asy'ari et al, 2018).…”

“…Skills such as adaptability, communication skills, problem-solving skills, self-development, and systems thinking are closely related to students' metacognitive abilities in learning, so they need to be taught to face today's global demands (Asy'ari et al, 2018). Metacognition is used to see how cognitive activities such as remembering, learning, and problem solving are carried out effectively (Asy'ari et al, 2018). Metacognition plays a very important role in the learning process because it must be done before, during, and after teaching (Wen, 2012).…”

“…On the other hand, assessment is a very important subsystem in every education system because it is used to measure the achievement of learning objectives and reflects how far the development and progress of learning outcomes (Ariyanti et al, 2018). The need for higher order thinking skills, including metacognition, is very important, this is supported by the fact that students in Indonesia were ranked in the top 10 bottom out of 65 countries in 2011, ranking 69 out of 75 countries in the world in 2015 according to the results of the PISA study (Programme for International Student Assessment) which focuses on reading literacy, mathematics, and science (Asy'ari et al, 2018).…”

“…The appropriate assessment to measure students' metacognitive abilities is an assessment oriented to the metacognitive ability itself (Asy'ari et al, 2018). An assessment that can be integrated into active learning by measuring metacognitive and cognitive abilities is a diagnostic test (Pantiwati, 2015).…”