Students’ metacognition skill: How the implementation in chemistry learning?

Abstract

This research discusses metacognition skills in learning chemistry. This study aimed to explore how students’ metacognition skills in chemistry learning. Metacognition skills have two basic major aspects, they are knowledge about cognition and regulation of cognition. These aspects have eight important sub-aspects for learning achievement, e.g.: declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, comprehension competencies, reduction strategies, and evaluation. The instrument adopted from the MAI according to Schraw & Denise using a Likert scale consisting of five categories of very agree, agree, doubt, disagree, and very disagree. The results of the analysis are further reduced to three categories, they are agree, doubt and disagree. This study is a descriptive with fifty two participants. In this study, the technique analysis of the data was in the form of quantitative descriptive. The results stated that the majority of students use their metacognition skills in learning chemistry. The most sub-aspect used by students was the reduction strategy and the least sub-aspect used by students was declarative knowledge. These metacognition skills can help students in constructing student understanding of chemistry abstractness. However, it needs to be trained again in use with the assistance of teachers in the implementation of appropriate strategies.

Collaborative Metacognitive Activities, Students’ Socially Motivated Metacognitive Experiences, and Stoichiometric Problem-Solving

“…However, the successful groups were able to solve the algorithmic and conceptual chemistry tasks correctly because the students had a sound understanding of the macroscopic, microscopic, and symbolic schemes of the stoichiometry concepts (Sujak & Sarojini, 2017). The successful groups used effectively metacognitive processes (Ramadhan & Pratana, 2020) and collaborative metacognitive activities during problem-solving (Goos et al, 2002). The results imply that the successful groups were able to reduce the feeling of difficulty during conceptual problem solving due to the scaffolding match between colearners' metacognitive experiences (Salonen et al, 2005).…”

“…Several studies stressed that the social interactions could develop the facets of metacognition through problem-solving processes (Salonen et al, 2005;Siburt et al, 2011). Social interaction facilitates the shared understanding and construction of knowledge through social negotiations of views and meanings (Ramadhan & Pratana, 2020). The educational dimension (type of tasks) and social dimensions (grouping of students) of social interaction play important in problem-solving processes (Kreijns et al, 2002).…”

Development of E-Assessment Instruments for Assessing Metacognition Skills of Students in The Research Methodology Course

“…It encapsulates the capacity to comprehend and manage one's own thought processes, thereby empowering individuals to arrive at improved and more efficient decisions when undertaking tasks. Metacognition skills can help students in constructing their understanding of abstract things, but need to be trained again through teacher assistance in applying the right strategies (Ramadhan & Pratana, 2020). Teacher assistance with the right strategy can be implemented if the measurement of students' metacognition can be clearly measured.…”