Metacognitive activity of male students: difference field independent-dependent cognitive style

Pathuddin,; Budayasa, İ Ketut; Lukito, Agung

doi:10.1088/1742-6596/1218/1/012025

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…This is in accordance with research of Yang that male are better than female in constructing and using theories [22]. Likewise, the results of the study by Pathuddin et al [23] that male students with independent cognitive styles, tendencies to have structured and well-organized knowledge in proposing problem solving and can rearrange new information and relate it to the knowledge they have. This is in accordance with the opinion of Casey [24], and Maccoby & Jacklyn [25] that groups of boys rely on spatial strategies when completing mental rotation tasks, while groups of girls tend to use verbal strategies to accomplish this task.…”

Section: Discussionsupporting

confidence: 89%

Comparison of Metacognition Profiles between Male and Female Mathematics Students in Interpreting of Definite Integral Concepts

Misu¹,

Salam²

2020

ujer

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The purpose of this study was to produce a comparison of the metacognition profile of male and female mathematics students in interpreting the definite integral concept. This type of research is an exploratory research with a qualitative approach, so that the researcher carries out a thorough and in-depth examination (explores) the subject of what is taught, done, written, and said during the research activity. The subjects of this study were mathematics students who had studied integral calculus, consisting of 1 male and 1 female. The main data collection of this research was obtained by using interview techniques. In addition, there are supporting data which is the result of the answers of research subjects in interpreting the integral concept of course. This study uses qualitative data analysis, consisting of data reduction, data presentation, and drawing conclusions. The results of this study show that male mathematics students can use metacognition knowledge (declarative, procedural, and conditional) and metacognition skills (planning, monitoring, and evaluation) in interpreting mathematical sentences into notation of definite integral concept. Meanwhile, female mathematics students are only able to use declarative and procedural knowledge, as well as planning and evaluation skills in interpreting mathematical sentences to notation of the definite integral concept. This study concluded that there are differences in the metacognition profile of male and female students in interpreting the definite integral concept.

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Section: Discussionsupporting

confidence: 89%

Comparison of Metacognition Profiles between Male and Female Mathematics Students in Interpreting of Definite Integral Concepts

Misu¹,

Salam²

2020

ujer

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“…Future studies are suggested to explore the differences between genders (Pathuddin et al, 2019) and their impact on the quality of the use of problem-solving strategies and the achievement in problem-solving. The six factors identified by EFA will interpret the dimension of students' understanding of metacognition when they are solving physics problems.…”

Section: Suggestionsmentioning

confidence: 99%

“…Also, the development of PMI is based on the MAI pattern which consists of 6 (six) dimensions and focuses on the use of diagrams in solving physics problems (Taasoobshirazi & Farley, 2013). Most research examines metacognition in solving physical problems using oral interviews by developing several items (Balta et al, 2016;Kryjevskaia et al, 2014;Mansyur, Lestari, Werdhiana, & Rizal, 2018;Mundilarto, 2003;Pathuddin, Budayasa, & Lukito, 2019).…”

Section: Introductionmentioning

confidence: 99%

Psychometric and Structural Evaluation of the Physics Metacognition Inventory Instrument

Haeruddin,

Prasetyo,

Supahar

et al. 2020

EUROPEAN J ED RES

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The purpose of this study is to evaluate the psychometric and structural instruments of the Physics Metacognition Inventory (PMI) developed by Taasoobshirazi, Bailey, and Farley. The PMI consists of 26 items in six factors. The English and Indonesian versions were tested on an English course (N = 37) in the Geophysics study program at Tadulako University. The trials were conducted separately within a two-week interval. The data collected from 364 students of the Physics Education Department, University of Tadulako were analyzed using the Exploratory Factor Analysis (EFA). Later, data were collected from 351 students of some Indonesian universities which have physics education study programs, and the data were analyzed using the Confirmatory Factor Analysis (CFA). The EFA result reveals six factors based on the rotation result with the maximum loading factor. The CFA result shows the RMSEA values of .018,  2 (284) = 316.32 ( 2 / df = 1,11), GFI = .93, CFI = .99, AGFI = .92 and NFI = .93 which meet the cutoff statistic value, and therefore, the model is considered fit, with the Construct Reliability Estimation (CR) of .93, Composite Reliability of  = .95, and maximum reliability of Ω = .96. The results obtained reveal that the PMI scale has good, valid and reliable psychometric properties. Therefore, PMI can be used to measure the level of metacognition of students when solving physics problems. Future studies using PMI are also discussed.

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“…Compared to girls with the FI classification, boys with that classification performed significantly better. Moreover, Pathuddin et al (2019) specifically studied the characteristics of male students with different cognitive styles in solving mathematics problems. Boys with the FI cognitive style were typically capable of reshaping and connecting new information to the knowledge they already possessed and organised in resolving problems.…”

Section: Cognitive Styles and Gendermentioning

confidence: 99%

Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

Sianturi¹,

Suliantin²,

Fitrianti³

2022

JL4D

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This article explores the link between cognitive styles and Indigenous students’ mathematics academic outcomes. There were three different groups of Indigenous West Papuan students participating in this study: 9 junior high school students, 12 senior high school students, and 46 university students. Data were collected from the results of the group embedded figure test and the previous semester's scores and analysed using a quantitative approach. In contrast to previous studies, the results indicated no significant correlation between cognitive styles and mathematics academic outcomes for junior and senior high school students. However, the different cognitive styles showed a significant contribution for university students. As Indigenous students pursue a higher level of education, their cognitive styles would influence their mathematics academic outcomes.

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Metacognitive activity of male students: difference field independent-dependent cognitive style

Cited by 7 publications

References 6 publications

Comparison of Metacognition Profiles between Male and Female Mathematics Students in Interpreting of Definite Integral Concepts

Comparison of Metacognition Profiles between Male and Female Mathematics Students in Interpreting of Definite Integral Concepts

Psychometric and Structural Evaluation of the Physics Metacognition Inventory Instrument

Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

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