Analisis Tingkat Kemampuan Metakognitif Mahasiswa Melalui Mai (Metacognitive Awareness Inventory) Pada Eksperimen Berbasis Problem Solving

Pertiwi, Faninda Novika; Ahmadi, Ahmadi; Fadly, Wirawan

doi:10.21154/kodifikasia.v12i1.1417

Cited by 3 publications

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“…Tiga komponen dalam keterampilan metakognitif meliputi planning skills, monitoring skills dan evaluation skills. Komponen tersebut sangat diperlukan peserta didik untuk merencanakan, mengelola dan mengevaluasi cara belajar serta kemandirian dalam menyelesaikan suatu materi belajar (Pertiwi, Ahmadi, & Fadly, 2018).…”

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Improvement of Metacognitive Skills Through Web-Based Schoology Blended Learning With Scientific Approach in Rate Reaction

Meistasari

Azizah

2021

PJR

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This research aims to describe the feasibility of blended learning, improvement of metacognitive skills, learning outcomes, as well as students' responses to Web-based Schoology blended learning with a scientific approach to the reaction rate material. The research used a pre-experimental design, namely One Group Pretest-Postest Design. The research was conducted in class XI IPA 3 SMAN 1 Gurah with 36 students without control’s class. The data collection techniques are used observation, test, and questionnaire. The data analysis methods used percentage, mean, paired t-test, and N-Gain test. The results showed that 1) Web-based Schoology blended learning was carried out very well criteria of 99.25%, 2) Metacognitive skills with Web-based Schoology blended learning got 0,534 improvement skills with good category. 3) Student learning outcomes also experienced completeness of 61,11% which states that the use of Web-based Schoology blended learning was good to improve learning outcomes 4) The response of students to the use of Web-based Schoology blended learning as a learning innovation using technology is considered good with 75% of students' responses. Generally, the Web-based Schoology blended learning was effective in improving students's metacognitive skills.

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Improvement of Metacognitive Skills Through Web-Based Schoology Blended Learning With Scientific Approach in Rate Reaction

Meistasari

Azizah

2021

PJR

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“…Keterampilan yang digunakan pada abad 21 harus relevan terhadap 4 pilar kehidupan antara lain : learning to know, learning to do, learning to be dan learning to live together. Prinsipprinsip tersebut perlu dikembangkan melalui kegiatan belajar, seperti kemampuan dalam pemecahan masalah, berpikir kritis, berpikir metakognisi, berkomunikasi, berkolaborasi, kreasi dan inovasi, literasi informasi, dan lainlain (Pertiwi, et al, 2018). Pendapat lain menyatakan bahwa terdapat 10 keterampilan yang harus dimiliki oleh siswa abad 21, antara lain: keterampilan berpikir kritis, memimpin, komunikasi, kolaborasi, adaptasi, produktifitas, akuntabilitas, inovasi, kewarganegaraan, jiwa entrepreneurship, kemampuan mengakses, mensintesis, menganalisis informasi (Barry, 2012).…”

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Profil Keterampilan Regulasi Metakognisi Ditinjau dari Strata Angkatan Mahasiswa Pendidikan Biologi

Suwandi

Beauty

Pujiyanti

et al. 2020

JPB

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This research aims to determine the profile of metacognition regulation skills and determine the differences in metacognition regulation skills of Biology Education students at one of the Universities in Surakarta based on the strata of the class. This research method uses a survey method. The research population was Biology Education students at one of the Universities in Surakarta consisting of 4 classes totaling 240 students. The research sample was obtained by stratified random sampling technique as much as 30% of the population, namely 18 students per class. The research data was obtained through a questionnaire that referred to the Metacognitive Awareness Inventory (MAI) with indicators of Metacognitive Regulations, including Planning, Information Strategy, Monitoring, Coordination Errors, Understanding Strategies, and Evaluation. Analysis of research data was carried out in quantitative descriptive and ANAVA test. The results of the research showed that the profile of metacognition regulation skills in each class averaged 79.51% with a well-developed category. The profile of the 2015 metacognition regulation skills is 77.80% with a category that has developed well, the 2016 class is 82.48% with a category that has developed well, the 2017 class is 79.81% with a well-developed category, and 2018 is 79, 97% with a well developed category. Skill in regulating metacognition of Biology Education students in Surakarta in 2018/2019 has developed well. The 2016 Biology Education students have the highest average metacognition skills with a score of 82.48%. ANAVA test results showed no difference in metacognitive regulation for each class with a significance value of 0.054.

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“…Thus analyzing students' metacognition based on self-efficacy is very important to study because it impacts students' success in learning and solving mathematical problems. The majority of research on metacognition abilities is associated with learning achievement [16], students' metacognitive abilities in problem-solving [17], [18], and about the metacognitive level of students in solving problems [19]. However, no research has been found that analyzes the metacognition of vocational students' based on self-efficacy at arithmetic sequences and series in online mathematics learning during the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Vocational Students’ Metacognition in Solving Mathematical Problems Based on Self-Efficacy

Setyaningsih¹,

Pramudya²,

Nurhasanah³

2021

Advances in Social Science, Education and Humanities Research

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This study aims to analyze the metacognition of vocational students in solving mathematical problems based on their levels of self-efficacy. This is qualitative research with a descriptive method. Data collection techniques used questionnaires, tests, and interviews. The subject of this study were 6 students with different levels of self-efficacy who are selected using the purposive sampling technique. The results indicate that vocational students who have high self-efficacy in solving mathematical problems were able to use their metacognitive activities to the maximum, namely being able to understand and identify problems, make a plan of completion and implement it, check every step work carefully, and evaluate the thought process. Students with medium self-efficacy are less than optimal in using their metacognitive skills, can identify information that is known but not focused on the core of the problem so that she is less able to plan settlement strategies, so when monitoring and evaluating she doubts of the process and don't realize that the result is not appropriate. Students with low self-efficacy tend not to carry out their metacognitive activities properly, namely cannot understand the problems and not planning a solution strategy thus causing activities at the monitoring and evaluation not activated properly.

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Analisis Tingkat Kemampuan Metakognitif Mahasiswa Melalui Mai (Metacognitive Awareness Inventory) Pada Eksperimen Berbasis Problem Solving

Cited by 3 publications

References 0 publications

Improvement of Metacognitive Skills Through Web-Based Schoology Blended Learning With Scientific Approach in Rate Reaction

Improvement of Metacognitive Skills Through Web-Based Schoology Blended Learning With Scientific Approach in Rate Reaction

Profil Keterampilan Regulasi Metakognisi Ditinjau dari Strata Angkatan Mahasiswa Pendidikan Biologi

The Analysis of Vocational Students’ Metacognition in Solving Mathematical Problems Based on Self-Efficacy

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