The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers’ Metacognition Knowledge and Metacognition Awareness

Asy’ari, Muhammad; Ikhsan, Muhamad; Muhali, Muhali

doi:10.29333/iji.2019.12229a

Cited by 41 publications

(31 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Metacognition is a psychological individual capacity in regulating the thinking process to achieve the thinking process goal. It is the ability to establish a way of thinking or cognition (Asy'ari & Ikhsan, 2019). Additionally, metacognition is a psychological process monitoring the cognition which, in regard to literacy, refers to activating reading strategies (Braga & Busnardo, 2017).…”

Section: Metacognition and Metacognitive Reading Awarenessmentioning

confidence: 99%

Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context

Dardjito¹

2019

INT J INSTRUCTION

View full text Add to dashboard Cite

This research explores the correlation of first-year Indonesian university students' metacognitive reading awareness and their reading comprehension in academic English texts. This study was conducted in a regional university in Yogyakarta -Indonesia where students came from many parts of Indonesia and recognised English as an additional language. A mixed method explanatory design was used to answer the study's research questions administered to 373 student-participants of five humanities departments. Academic English reading tests were conducted using paraphrasing recall protocol and a survey on the students' metacognitive awareness was managed. The findings indicated that there is no significant correlation between the students' metacognitive reading awareness and their academic English reading comprehension. The students were categorised in low-cohort of reading proficiency although their metacognitive reading awareness scores were high. The students mainly used metacognitive reading awareness related to finding out the meaning of words which was confirmed in the focus group interviews with the students.

show abstract

Section: Metacognition and Metacognitive Reading Awarenessmentioning

confidence: 99%

Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context

Dardjito¹

2019

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…Students must be able to make arguments based on the theory of problem solving ( Vargas Alfonso, 2015). Self-regulation is important in this situation to manage thoughts, feelings, and actions based on plans (Zimmerman & Schunk, 2001) to regulate cognition strategies (Asy'ari & Ikhsan., 2019)so that students can analyze the problem critically and make conclusions sharply (Fahim & Eslamdoost, 2014).…”

Section: Resultsmentioning

confidence: 99%

Exploring the Prospective Teachers’ Critical Thinking and Critical Analysis Skills

Fitriani

Asy’ari

Zubaidah

et al. 2019

JPII

View full text Add to dashboard Cite

This study aimed to explore the prospective teachers' critical thinking and critical analysis skills based on gender. This is a descriptive quantitative study with survey methods. The research samples were 50 males and 50 females who take the anatomy and plant development courses selected using purposive random sampling. The data of prospective teachers' critical thinking and critical analysis skills were collected using the instrument developed that was validated by two experts and tested on 20 biology education students. The data of prospective teachers' critical thinking and critical analysis skills were analyzed descriptively and statistically using a software (IBM SPSS Statistic 23). The results of the study show that (1) the prospective teachers' critical thinking and critical analysis skills as underdeveloped; (2) critical thinking skills differ in the components of interpretation, explanation, and self-regulation; (3) critical analysis skills differ on the explanation and interpretations; and (4) there is a positive correlation between prospective teachers' critical thinking and critical analysis skills. Based on the result of the study, serious and planned handling can be done through important learning. The results of this study can be an initial reference and priority determination of lecturers in teaching prospective teachers' critical thinking and critical analysis skills based on gender.

show abstract

“…Inquiry activities that integrate process skills, also carried out in the activities of the RML Model, are very effective in raising awareness of the strategies used and positively affect students' performance (Pressley, Borkowski, & Schneider, 1989;McCormick, 2003). Asy'ari, Ikhsan, and Muhali (2019) similarly found that an inquiry learning model was effective in increasing students' metacognitive knowledge and awareness. Crowley, Shrager, and Siegler (1997) describe the associative stages and metacognitive mechanisms in strategies that emphasize on the discovery process, which has an important role in students' procedural knowledge.…”

Section: A Metacognitive Knowledgementioning

confidence: 94%

The Validity and Effectiveness of the Reflective-Metacognitive Learning Model to Improve Studentsâ€™ Metacognition Ability in Indonesia

Muhali

Yuanita

2019

Malaysian Journal of Learning and Instruction

Self Cite

View full text Add to dashboard Cite

Purpose - This study investigated the content and construct validity of the Reflective-Metacognitive Learning (RML) Model, and the effectiveness of the RML Model in comparison with Cognitive-Metacognitive Learning (CML) Model in improving students’ metacognitive knowledge, skills, and awareness after the learning process. Methodology - This experimental study began with developing the RML Model, which covered planning, development and evaluation. A focus group discussion involving four experts in science education was conducted to determine the validity of the RML Model and its supporting devices in terms of content validity and construct validity. An experimental study using a randomized pretest-posttest control group design was then implemented on forty senior high school students to evaluate the effectiveness of the RML Model against the CML Model. Data were analyzed descriptively and statistically. Findings - The results showed that the RML Model was highly valid in terms of content validity and construct validity, Metacognitive knowledge increased to a high degree, while metacognitive skills and awareness increased to a medium degree. Based on the results, it was concluded that the RML Model was valid and more effective than the CML Model in terms of improving students’ metacognitive ability. Significance - The RML Model, which is marked by the reflection of thinking processes as the core, is expected to improve students' metacognitive ability.

show abstract

The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers’ Metacognition Knowledge and Metacognition Awareness

Cited by 41 publications

References 0 publications

Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context

Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context

Exploring the Prospective Teachers’ Critical Thinking and Critical Analysis Skills

The Validity and Effectiveness of the Reflective-Metacognitive Learning Model to Improve Studentsâ€™ Metacognition Ability in Indonesia

Contact Info

Product

Resources

About