Empowerment of Metacognitive Skills through Development of Instructional Materials on the Topic of Hydrolysis and Buffer Solutions

Azizah, Utiya; Nasrudin, Harun

doi:10.1088/1742-6596/953/1/012199

Cited by 24 publications

(23 citation statements)

References 6 publications

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“…They studied colligative properties of solutions using metacognitive learning strategy. Metacognitive learning strategy was chosen to be used in the present study due to the successful implementation in the previous study focusing on enhancing pre-service teachers' learning attainments on hydrolysis and buffer solution [9]. This study used one group pretest-posttest design [10].…”

Section: Methodsmentioning

confidence: 99%

Shifting Patterns of Pre-Service Teachersr Conceptions on Material of Colligative Properties of Solutions

Nasrudin¹,

Azizah²

2018

Proceedings of the Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018)

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This study aims to describe the shifting patterns of pre-service teachers' conceptions on the material of colligative properties of solutions. The occurred misconceptions were then overcome using metacognitive learning strategy. The pre-service teachers' conception status was determined by the results of diagnostic tests using multiple choice format supplemented with Certainty of Response Index (CRI). The subjects were pre-service teachers studying chemical education program at Universitas Negeri Surabaya, Indonesia. The study used one group pretest-posttest design. The obtained data were analyzed using descriptive quantitative approach. Results showed that there were five shifting patterns of the pre-service teachers' conceptions: (1) from misconception into knowledge of correct concept 10.53%, (2) from potentially knowledge of correct concept into stagnant or better mastery 70.18%, (3) from potentially misconception into lack of knowledge 8.77%, (4) from potentially knowledge of correct concept into misconception 3.51% and (5) from misconception remained in the same category 7.02%.

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Section: Methodsmentioning

confidence: 99%

Shifting Patterns of Pre-Service Teachersr Conceptions on Material of Colligative Properties of Solutions

Nasrudin¹,

Azizah²

2018

Proceedings of the Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018)

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“…This self-study technique leaves a powerful impact on the brain, which might even be better than reading the same lesson from a book, (4) classroom learning, videos have now become a dominant part of classroom learning. Students throughout the country interact with each other and collaborate while learning, (5) on the job training, students learn through videos to perform tasks intended for them, (6) contextualization, students can develop connection between the transformation of knowledge and its practical implementation, (7) illustration, visual analogy clarifies the concept better than any other thing. The latest study demonstrated that using educational video could also improve teaching skills of pre-service teachers via scientific approach [6].…”

Section: Introductionmentioning

confidence: 99%

“…Metacognition or 'thinking about thinking' involves the awareness and regulation of thinking processes [7,8,9,10,11,12]. Metacognitive strategies are strategies which require students to think about their thinking as they engage in academic tasks [13,14].…”

Section: Introductionmentioning

confidence: 99%

Developing Instructional Video to EnhanceBiology Pre-Service Teachers’Metacognitive Skills

Susantini¹,

Indana²,

Isnawati³

et al. 2019

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019)

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An instructional video might help learners to conceive learning attainment better or acquire specific skills. This study aimed to describe video quality, metacognitive skills, and responses of pre-service teachers. The video was developed using ASSURE model consisted of six stages; analyzing learner, stating objectives, selecting materials or designs, utilizing materials, requiring learner's response, and evaluating product. The metacognitive skills measured in the present study included monitoring and evaluation skills. The design of this research was one-shot case study to address objectives. Three experts of biology education were invited to examine the quality of the video. There were 138 pre-service teachers majoring in biology education at Universitas Negeri Surabaya and Universitas Negeri Malang, Indonesia as research participants. Results showed that video quality was good on the stage of metacognitive learning strategy. Another finding was the fact that pre-service teachers' metacognitive skills were excellent and they also showed positive response towards video, especially in learning stages, learning strategies, and metacognitive skills. This study suggests that the video can be used as a standardized modelling video to teach metacognitive skills. Keywords-instructional video, metacognitive skills, preservice teacherI.

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“…The student's mistake or incompetence in solving the chemical problem is caused by an error in understanding the chemical concepts so that a sharp analysis of covalent bond problem solving is required. Metacognitive skills are one of the higher-order thinking skills needed in solving chemical problems [12,20]. Based on the description above, this study aims to identify and describe the process of metacognitive thinking of students in solving covalent bond problems in terms of the level of academic ability.…”

Section: Introductionmentioning

confidence: 99%

Studentsr Metacognitive Thinking Process in Solving Covalent Bonding Problem Based on Academic Ability Level

Aliyah¹,

Erman²,

Sugiarto³

2018

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018)

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This study was designed to identify and describe students' metacognitive thinking process of solving covalent bonding based on student academic ability level One hundred eight high school students in Indonesia participated in the study. Students are classified into upper, middle and lower academic groups based on field notes, student academic data, problemsolving test (TPM) score and teacher suggestions Six students consisting of two students in each group were interviewed to reveal their metacognitive thinking process. The data analysis technique used summative content analysis and tested for its validity by source triangulation. The results showed that the students' group of upper and middle academic ability are doing metacognitive thinking with dimensions of planning, monitoring, and reflection in solving covalent bonding problems, which the upper group has more varied metacognitive thinking process at monitoring and reflection dimensions. The lower group only do the planning and the monitoring dimensions. Therefore, teachers need to trace metacognitive in learning so that students are more careful in determining problem-solving strategies and obtain expected learning outcomes. Keywords-metacognitive thinking process; covalent bonding; academic ability levelI.

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Empowerment of Metacognitive Skills through Development of Instructional Materials on the Topic of Hydrolysis and Buffer Solutions

Cited by 24 publications

References 6 publications

Shifting Patterns of Pre-Service Teachersr Conceptions on Material of Colligative Properties of Solutions

Shifting Patterns of Pre-Service Teachersr Conceptions on Material of Colligative Properties of Solutions

Developing Instructional Video to EnhanceBiology Pre-Service Teachers’Metacognitive Skills

Studentsr Metacognitive Thinking Process in Solving Covalent Bonding Problem Based on Academic Ability Level

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