Log in

Relevant bibliographies by topics / Metacognitive Skills in Chemistry / Journal articles

To see the other types of publications on this topic, follow the link: Metacognitive Skills in Chemistry.

Journal articles on the topic 'Metacognitive Skills in Chemistry'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Metacognitive Skills in Chemistry.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Samuel, Naomi N. C., and Ifeoma G. Okonkwo. "Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria." Education Research International 2021 (August 7, 2021): 1–7. http://dx.doi.org/10.1155/2021/6698808.

Full text

Abstract:

This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of ch

APA, Harvard, Vancouver, ISO, and other styles

2

Temel, Senar. "PROSPECTIVE CHEMISTRY TEACHERS’ PROBLEM SOLVING ACHIEVEMENT ACCORDING TO THEIR LEVELS OF METACOGNITIVE SKILLS." Problems of Education in the 21st Century 51, no. 1 (2013): 126–31. http://dx.doi.org/10.33225/pec/13.51.126.

Full text

Abstract:

This research aims at analysing how prospective teachers’ levels of metacognitive skills influence their problem solving achievement. The research was conducted with the participation of the 32 prospective teachers attending the Department of Chemistry Education of the Education Faculty of Hacettepe University and enrolled in Inorganic chemistry course in the 2010-2011 academic year. Metacognitive Activities Inventory, MCA-I and Chemical Bonding Achievement Test, CBAT were used as the tools of data collection. Descriptive statistics as well as one-way ANOVA were employed in the analysis of the

APA, Harvard, Vancouver, ISO, and other styles

3

Sen, Senol. "The effect of different metacognitive skill levels on preservice chemistry teachers' motivation." Cypriot Journal of Educational Sciences 11, no. 3 (2016): 136. http://dx.doi.org/10.18844/cjes.v11i3.694.

Full text

Abstract:

The purpose of this study was to determine the metacognitive skill levels and motivation of preservice chemistry teachers and to investigate the effect of different metacognitive skill levels on their motivation. The study was conducted during 2014-2015 spring semester. In this research, survey method was used to reveal the effect of different metacognitive skill levels on motivation. The population of this study was comprised of preservice chemistry teachers attending the faculty of education. The Chemistry Motivation Scale which was developed by Glynn, Brickman, Armstrong and Taasoobshirazi

APA, Harvard, Vancouver, ISO, and other styles

4

SIREGAR, WIDIA ARTA, and PASAR MAULIM SILITONGA. "Korelasi Keterampilan Proses Sains dan Keterampilan Metakognitif Terhadap Hasil Belajar Kimia Pada Materi Titrasi Asam Basa di SMA." Jurnal Inovasi Pembelajaran Kimia 1, no. 2 (2019): 74. http://dx.doi.org/10.24114/jipk.v1i2.15515.

Full text

Abstract:

This study aims to determine whether there is a linear and significant relationship between science process skills and student chemistry learning outcomes; metacognitive skills with student chemistry learning outcomes; science process skills and metacognitive skills with student chemistry learning outcomes. The population in this study were all students of class XI Mathematics and Senior High School Angkasa 1 Lanud Medan consisting of 2 classes. The research sample is one class taken by purposive technique. Based on the results of data analysis, it is concluded that there is a linear and signi

APA, Harvard, Vancouver, ISO, and other styles

5

IRWANTO, Irwanto, Hanhan DIANHAR, and Ahmad ARIYADIH. "Socio-Scientific Issues-Based Learning: The Effect on High School Students’ Metacognitive Skills." International Journal of Religion 5, no. 6 (2024): 186–94. http://dx.doi.org/10.61707/agk1xr12.

Full text

Abstract:

Metacognitive skills are fundamental skills that students need to face challenges in the 21st century. However, previous research reported that students’ metacognitive abilities tend to be low. This study seeks to explore how socio-scientific issues-based learning (SSIBL) impacts the metacognitive abilities of 11th-grade students. Quantitative data was gathered from a sample of 72 students (28 male, 44 female) studying chemistry at a public school in Jakarta, Indonesia. Employing a quasi-experimental design, two classes were randomly assigned as experimental and control groups using a coin fli

APA, Harvard, Vancouver, ISO, and other styles

6

UTAMI, Deka Dyah, Punaji SETYOSARI, Waras KAMDI, Saida ULFA, and Dedi KUSWANDI. "THE EFFECT OF SMART-PBL LEARNING STRATEGY AND ACADEMIC-SELF REGULATED LEARNING ON METACOGNITIVE AND PROBLEM-SOLVING SKILLS IN LEARNING CHEMISTRY." Periódico Tchê Química 17, no. 35 (2020): 960–76. http://dx.doi.org/10.52571/ptq.v17.n35.2020.79_utami_pgs_960_976.pdf.

Full text

Abstract:

Learning chemistry in the 21st century should emphasize higher-order thinking skills such as metacognitive and problem-solving skills besides cognitive learning outcomes. Metacognitive needs to be improved so students can practice organizing, monitoring, and evaluating their thinking process in solving chemical problems. Problem-solving needs to develop to train students in making the appropriate decision and scientific explanation when encountering chemical issues. Based on observation results, the metacognitive and problem-solving skills of a pre-service science teacher in Malang, Indonesia,

APA, Harvard, Vancouver, ISO, and other styles

7

Ijirana, I., and S. Supriadi. "Metacognitive Skill Profiles of Chemistry Education Students in Solving Problem at Low Ability Level." Jurnal Pendidikan IPA Indonesia 7, no. 2 (2018): 239–45. http://dx.doi.org/10.15294/jpii.v7i2.14266.

Full text

Abstract:

The objective of this study was to categorize and describe the behavior of chemistry education students' metacognitive skills who had a low chemical understanding (low ability) in solving problems. The findings would be the basis of data for the development of instructional design on chemistry topics by utilizing metacognitive skill aspects. The subject of this study was two first-year students of chemical education, academic year 2016/2017 that joined a basic chemistry course at the low-level ability in Universitas Tadulako. Two subjects were picked through networking using a valid test compr

APA, Harvard, Vancouver, ISO, and other styles

8

Ijirana, Ijirana, and Jusman Mansyur. "Patterns of Metacognitive Skills and External Representation of Students in Chemistry Problem Solving." Jurnal Ilmu Pendidikan 25, no. 2 (2020): 58. http://dx.doi.org/10.17977/um048v25i2p58-65.

Full text

Abstract:

This research aims to examine the pattern of external representation and metacognitive skills in chemistry problem solving for students of chemistry education at Tadulako University. This picture will enrich the treasures of thinking skills in the field of science, namely how students/prospective teachers think in the context of metacognitive skills and how these students display an external representation system on chemistry concepts. The subject of this qualitative study was obtained through a purposive random sampling of 97 students who have been programmed Basic Chemistry course 2017/2018

APA, Harvard, Vancouver, ISO, and other styles

9

T. Geron, Antonette. "Metacognitive Skills Development in Basic Chemistry of Bachelor of Industrial Technology Students of Batangas State University, Philippines." International Multidisciplinary Research Journal 1, no. 1 (2019): 102–9. http://dx.doi.org/10.54476/iimrj415.

Full text

Abstract:

To gain skills, abilities, and strategies are the primary goal of education for every student rather than to store information from their classrooms and be sponges of knowledge initiated by their teachers. Hence, a good education should be able to show how to learn, how to remember, how to motivate students’ and how to control their learning. This study focused on the students’ ability to learn chemistry by developing their metacognitive skills among a first-year Bachelor of Industrial Technology students of Batangas State University, with an end view of preparing metacognitive skills activiti

APA, Harvard, Vancouver, ISO, and other styles

10

Nurmiati, Euis, Sugeng Bayu Wahyono, Muhammad Risal Rhomadan, Nurul Khairah, and Ulfa Nabila Tafrienda. "Development of Metacognition-Based LKPD to Improve Conceptual Understanding in Reaction Rate Material." Jurnal Penelitian Pendidikan IPA 11, no. 4 (2025): 533–41. https://doi.org/10.29303/jppipa.v11i4.10464.

Full text

Abstract:

The importance of constructivism-based chemistry learning is to develop students' conceptual understanding and metacognitive skills through active engagement, with the teacher as a facilitator, to create critical, independent, and globally competitive graduates. This study aims to develop Student Worksheets (LKPD) focused on metacognitive skills in learning reaction rate material, with the expectation of improving students' conceptual understanding and learning outcomes. Based on validation results, the LKPD has proven to be feasible for use, particularly in terms of language and metacognitive

APA, Harvard, Vancouver, ISO, and other styles

11

GERON, ANTONETTE T. "METACOGNITIVE SKILLS DEVELOPMENT IN BASIC CHEMISTRY OF BACHELOR OF INDUSTRIAL TECHNOLOGY STUDENTS OF BATANGAS STATE UNIVERSITY, PHILIPPINES." IOER International Multidisciplinary Rsearch Journal 1, no. 1 (2019): 106–16. https://doi.org/10.5281/zenodo.2604559.

Full text

Abstract:

ABSTRACT The main goal of education is to make the students gain skills, abilities, and strategies which they will use throughout their lives rather than to store information from their classrooms and be sponges of knowledge initiated by their teachers. Hence, a good education should be able to show how to learn, how to remember, how to motivate students’ and how to control their own learning. This study focused on the students’ ability to learn chemistry by developing their metacognitive skills among a first-year Bachelor of Industrial Technology students of Batangas State Univers

APA, Harvard, Vancouver, ISO, and other styles

12

Payoungkiattikun, Wisarut, Chulida Hemtasin, Angkhan Intanin, and Tawan Thongsuk. "Project-Based Learning as a Catalyst for Fostering Metacognitive Skills in Preservice Science Teachers." European Journal of Educational Research 14, no. 2 (2025): 453–70. https://doi.org/10.12973/eu-jer.14.2.453.

Full text

Abstract:

This study examines the impact of Project-Based Learning (PjBL) on developing metacognitive skills among preservice science teachers (PSTs) in Northeast Thailand. A sample of 143 PSTs, including first-year students in General Biology 1, second-year students in General Physics 1, and third-year students in Basic Organic Chemistry, participated in an 18-week programme. The study aimed to assess changes in metacognitive skills before and after PjBL implementation, evaluate differences among academic years, and identify predictors of skill development. The methodology included a six-hour orientati

APA, Harvard, Vancouver, ISO, and other styles

13

Zeng, Yating, Shaohui Chi, Zuhao Wang, and Xiaosong Zhuang. "DEVELOPING AND VALIDATING AN INSTRUMENT TO ASSESS NINTH-GRADE STUDENTS’ ONLINE METACOGNITIVE SKILLS IN SOLVING CHEMISTRY PROBLEMS." Journal of Baltic Science Education 22, no. 3 (2023): 520–37. http://dx.doi.org/10.33225/jbse/23.22.520.

Full text

Abstract:

Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students’ online metacognitive skills in science education. This study aimed to evaluate ninth-grade students’ online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiang

APA, Harvard, Vancouver, ISO, and other styles

14

Rex M. Lucino. "Metacognitive Lesson Guides: Its Effect on the Chemistry Performance of Novice and Expert Learners." Journal of Educational and Human Resource Development (JEHRD) 3 (December 10, 2015): 96–103. http://dx.doi.org/10.61569/753qpt19.

Full text

Abstract:

Teaching the learners in a way that their metacognitive skills are developed is essential in attaining better performance. To achieve this purpose, this study measured the effect of metacognitive lesson guides and conventional lesson plans using descriptive comparative design. A group of novice and expert learners was taught using metacognitive lesson guides and another group using conventional lesson plans. Results showed that the metacognitive group performed better in the teacher-made test than the conventional group. Thus, the formulated lesson guides enhanced the metacognitive skills of t

APA, Harvard, Vancouver, ISO, and other styles

15

Ahmed, Naseer, Naseer Ahmed, Antuni Wiyarsi, and Rar Nat Senam. "Comparison of students’ metacognitive skills by gender on chemical bonding in chemistry." JURNAL PENDIDIKAN SAINS (JPS) 7, no. 2 (2019): 137. http://dx.doi.org/10.26714/jps.7.2.2019.137-146.

Full text

Abstract:

The main purpose of this research is to investigate the metacognitive skills of students from class 10th in Bantul and to analyze the comparison between them based on their gender. The method of this research is quantitative descriptive. A questionnaire was used to collect data. The questionnaire was applied in four classes in order to collect data and independent T-test was used to analyze them, the findings proved that generally both male and female use their metacognitive skills in learning. In addition, there are no significant differences between male and female students in metacognitive

APA, Harvard, Vancouver, ISO, and other styles

16

Hidayah, Rusly, Fauziatul Fajaroh, Parlan Parlan, and I. Wayan Dasna. "Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (2022): 6991–7000. http://dx.doi.org/10.35445/alishlah.v14i4.1172.

Full text

Abstract:

While collaborative problem-based learning (PBL), particularly in Western nations, has been researched and shown to be beneficial in enhancing students' metacognitive skills, it is still sparingly used in Asian nations like Indonesia. This study's goal was to learn more about the potential benefits of cooperative PBL on students' metacognitive skills. The systematic literature review (SLR) research design was used for this study, and the requirements were full text, journal articles, open access, accredited national and international publications between 2010 and 2020, and articles on the role

APA, Harvard, Vancouver, ISO, and other styles

17

Diriposun, Mariam. "Metacognitive Awareness as a Predictor of Chemistry Problem-Solving Skills among MSU-Lanao National College of Arts and Trades Junior High School Students." Psychology and Education: A Multidisciplinary Journal 25, no. 9 (2024): 1097–102. https://doi.org/10.5281/zenodo.13850408.

Full text

Abstract:

This study investigates the relationship between high school students' metacognitive awareness—specifically in planning, monitoring, and evaluation—and their Chemistry problem-solving skills, framed by Polya’s four steps of problem-solving: understanding the problem, devising a plan, implementing the plan, and re-evaluation. Conducted with students from MSU-Lanao National College of Arts and Trades (MSU-LNCAT) during the Academic Year 2023-2024, the research utilized a non-experimental quantitative design with a predictive correlational approach. Data were collected using the

APA, Harvard, Vancouver, ISO, and other styles

18

Azizah, U., H. Nasrudin, and Mitarlis. "Metacognitive Skills: A Solution in Chemistry Problem Solving." Journal of Physics: Conference Series 1417 (December 2019): 012084. http://dx.doi.org/10.1088/1742-6596/1417/1/012084.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Mathabathe, Kgadi C., and Marietjie Potgieter. "Metacognitive monitoring and learning gain in foundation chemistry." Chem. Educ. Res. Pract. 15, no. 1 (2014): 94–104. http://dx.doi.org/10.1039/c3rp00119a.

Full text

Abstract:

The ability to make realistic judgements of one's performance is a demonstration of the possession of strong metacognitive skills. In this study we investigate the relationship between accuracy of self-evaluation as an expression of metacognitive skill, and learning gain in stoichiometry. The context is an academic development programme at a South African University offered for under-prepared students enrolled for science and engineering. These students generally exhibit unrealistically high levels of confidence in performance and this could potentially place them at risk by negatively affecti

APA, Harvard, Vancouver, ISO, and other styles

20

Winarti, Atiek. "Implementing Metacognitive based Guided Inquiry on Chemistry to Increase Student’s Critical Thinking Skills." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 65–673. http://dx.doi.org/10.37200/ijpr/v24i5/pr201733.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Sawuwu, Benny Yodi. "Patterns of Metacognitive Levels in Chemistry Problem-posing." SEAQIS Journal of Science Education 4, no. 1 (2024): 54–70. http://dx.doi.org/10.58249/sjse.v4i1.82.

Full text

Abstract:

This study aims to describe the patterns of metacognitive levels in chemistry problem-posing activity of 76 undergraduate students from the Chemistry Education Department of Yogyakarta State University. Chemistry articles used in this investigation and the chemistry problems were classified based on the taxonomy of chemistry problem-posing skills where problems were later classified into seven metacognitive levels. Semiotic analysis was conducted to find the meaning of the signs found in the chemistry problems. This data analysis used and modified the three steps of the semiotic analysis with

APA, Harvard, Vancouver, ISO, and other styles

22

Jusniar, Jusniar, Syamsidah Syamsidah, and Munawwarah Munawwarah. "Stimulating Metacognitive and Problem Solving-Skills Students' on Chemical Equilibrium through Modified Problem-Based Learning (M-PBL) Strategy." Jurnal Penelitian Pendidikan IPA 9, no. 2 (2023): 471–77. http://dx.doi.org/10.29303/jppipa.v9i2.1753.

Full text

Abstract:

This quasi-experimental aim is to examine the effect of implementing the M-PBL strategy on the metacognitive and problem-solving skills of Chemistry Education students. The number of research samples was 35 and 33 students for the experimental and control classes were selected randomly. The experiment class uses the M-PBL strategy. In contrast, the control class usages a verification strategy for Chemical Equilibrium, Advance Basic Chemistry courses in the even semester of the 2020/2021 academic year. Two instruments used are, 1) 12 items of Objective test on Chemical Equilibrium (CE) to measu

APA, Harvard, Vancouver, ISO, and other styles

23

Subandi, Iga Putri, and Rusly Hidayah. "Validity of Electronic Student Worksheets to Improve Students' Metacognitive Skills Through PBL on Petroleum Materials." Hydrogen: Jurnal Kependidikan Kimia 11, no. 4 (2023): 391. http://dx.doi.org/10.33394/hjkk.v11i4.8236.

Full text

Abstract:

This study aims to develop Electronic LKPD to improve students' metacognitive skills through problem-based learning model on petroleum material with validity criteria. The procedure used in the research is 4D by Thiagarajan and in the limited test a onegroup pretest-posttest research design was carried out. The development of teaching materials in the study refers to Thiangarajan's 4D model (1974) which consists of 4 stages, namely Define, Design, Develop, and Disseminate, but because in this development research using limited product trials, the research stages are carried out in sequence unt

APA, Harvard, Vancouver, ISO, and other styles

24

Miterianifa, Miterianifa, Lidya Utari, Arif Yasthophi, and Sri Novita Yanda. "Identifying Students’ Metacognitive Characteristics in Solving Problems on the Hydrocarbons Topic." JTK (Jurnal Tadris Kimiya) 10, no. 1 (2025): 92–102. https://doi.org/10.15575/jtk.v10i1.40868.

Full text

Abstract:

Metacognitive abilities play a critical role in students’ learning processes by enabling them to regulate their thinking and select effective learning strategies. Understanding one’s own metacognition allows students to optimize their learning outcomes by adapting approaches that align with their cognitive strengths. This study aimed to identify the metacognitive characteristics and levels of Grade XI students in learning hydrocarbons during the 2023/2024 academic year at MAN 4 Kampar. A quantitative descriptive research design was employed, involving 13 purposively selected students. Data wer

APA, Harvard, Vancouver, ISO, and other styles

25

Mufhtih, Ghiska Primayana, Dedi Irwandi, and Evi Sapinatul Bahriah. "The Effect of Problem-based Learning with Reading Questioning Answering Strategy on Students’ Metacognitive Skills of Acid Base Concept." JURNAL PENDIDIKAN SAINS (JPS) 9, no. 2 (2021): 161. http://dx.doi.org/10.26714/jps.9.2.2021.161-170.

Full text

Abstract:

Metacognitive skills are one of the skills needed in the 21st century to achieve student learning success. Student’s metacognitive skills are still low, so that need to be empowered during the learning process by implementing Problem Based Learning Strategy Integrated with Reading Questioning Answering (PBLRQA). Through the PBLRQA strategy, students can control their cognitive processes by planning, monitoring, and evaluating to solve problems in chemistry learning. The aim of this research was to determine the effectiveness of the PBLRQA strategy on students’ metacognitive skills on acid-base

APA, Harvard, Vancouver, ISO, and other styles

26

Aliyu, Muhammad Mukhtar, Mohammed Sani Ya'u, Halima Sadiya Yakubu, Yusuf Muhammad Jika, Yusuf Muhammad Jika, and Ahmed Tanimu Jibril. "Using Reflective Journal Writing to Develop Undergraduates’ Metacognitive Awareness in ESL Writing." ELT Forum: Journal of English Language Teaching 12, no. 3 (2023): 174–83. http://dx.doi.org/10.15294/elt.v12i3.68175.

Full text

Abstract:

Studies have shown that many undergraduates face various challenges in ESL writing, especially academic writing. Most of the students lack the basic knowledge and skills required for them to achieve their writing task which is known as metacognition. Therefore, this study employs a reflective journal writing strategy to develop undergraduates’ awareness of metacognition in ESL writing. The study adopts a pre-and-post quasi-experimental research design with an intact class of (87) third-year undergraduates in a creative writing class. The study employed two instruments for the data collection:

APA, Harvard, Vancouver, ISO, and other styles

27

Loaiza, Yasaldez, Mónica Patiño, Olga Umaña, and Pedro Duque. "What is New in Metacognition Research? Answers from Current Literature." Educación y Educadores 25, no. 3 (2023): 1–24. http://dx.doi.org/10.5294/edu.2022.25.3.5.

Full text

Abstract:

Metacognition has become a key element in learning processes. Its advantages include increasing awareness of one’s cognitive processes and promoting autonomous, critical, reflective, self-regulated, and self-directed learning. Given its increasing relevance in the academic and scientific community in recent years, this article maps the evolution of metacognition using the tree metaphor to establish the main research approaches emerging today. Through a network analysis of publications in WoS and Scopus and using tools such as Bibliometrix, ToS, and Gephi, the main documents, authors, countries

APA, Harvard, Vancouver, ISO, and other styles

28

Nasrudin, H., and U. Azizah. "Overcoming Student’s Misconception through Implementation of Metacognitive Skills-Based Instructional Materials in Energetics." Jurnal Pendidikan IPA Indonesia 9, no. 1 (2020): 125–34. http://dx.doi.org/10.15294/jpii.v9i1.21630.

Full text

Abstract:

Developing metacognitive skills is a prominent objective in the education field. Several institutions use the skills to facilitate students’ thinking processes. This study aims to overcome student misconceptions in energetic materials by implementing teaching materials based on metacognitive skills. Several studies have shown that metacognitive skills have played a role in reducing misconceptions through the process of problem-solving in science learning. The subjects of this research are students majoring in chemistry at Universitas Negeri Surabaya, Indonesia. Students’ conception status is d

APA, Harvard, Vancouver, ISO, and other styles

29

Utami, Deka Dyah, Punaji Setyosari, Otto Fajarianto, Waras Kamdi, and Saida Ulfa. "The Correlation Between Metacognitive and Problem Solving Skills among Science Students." EduLine: Journal of Education and Learning Innovation 3, no. 1 (2023): 138–43. http://dx.doi.org/10.35877/454ri.eduline1702.

Full text

Abstract:

This study aims to investigate the correlation between metacognitive and problem-solving skills among science students. The sample consisted of 32 students from departement of science education in Indonesia. This type of research is quantitative with the Pearson Product Moment Correlation method. The data were collected using a problem-solving test and a metacognitive awareness inventory (MAI). Technique of analyzing data uses the Pearson’correlation test by using IBM SPSS Statistics 26. Result of this research is there is a significant linear relationship between metacognitive and problem sol

APA, Harvard, Vancouver, ISO, and other styles

30

Daniar, Aisyah Vynkarini, Nuniek Herdyastuti, and Achmad Lutfi. "Analysis Effectiveness of Implementation Assessment as Learning on Metacognitive Skills." IJORER : International Journal of Recent Educational Research 4, no. 6 (2023): 759–70. http://dx.doi.org/10.46245/ijorer.v4i6.392.

Full text

Abstract:

Objective: This study aims to determine the most effective application of assessment in improving metacognitive skills in the learning process. Method: The method used is a literature review. A literature review is defined as an investigation of scientific articles, books, and other sources related to a particular problem, field of research, or theory to provide an overview, summary, and evaluation of scientific work. This research method uses several steps, including (1) topic identification about Assessment as Learning and metacognitive skill; (2) search and select appropriate articles by Sc

APA, Harvard, Vancouver, ISO, and other styles

31

Candrawinata, Natalia, Erlina Erlina, and Maria Ulfah. "The Relationship Between Metacognitive Ability and Self-directed Learning of Chemistry Education Students as Prospective Teacher." Hydrogen: Jurnal Kependidikan Kimia 12, no. 4 (2024): 893. https://doi.org/10.33394/hjkk.v12i4.12349.

Full text

Abstract:

Metacognitive ability and self-directed learning are crucial aspects to consider because good metacognitive skills are closely linked to academic success and self-directed learning. Students with strong metacognitive abilities are generally more capable of planning, monitoring, and evaluating their learning activities effectively. This study utilized a descriptive quantitative method with a correlational approach to examine the relationship between two variables: metacognitive ability and self-directed learning. The research was conducted in the Chemistry Education Program at FKIP Untan, focus

APA, Harvard, Vancouver, ISO, and other styles

32

Ijirana, Ijirana, Sitti Aminah, Supriadi Supriadi, and Magfirah Magfirah. "Critical thinking skills of chemistry education students in team project-based STEM-metacognitive skills learning during the Covid19 pandemic." Journal of Technology and Science Education 12, no. 2 (2022): 397. http://dx.doi.org/10.3926/jotse.1697.

Full text

Abstract:

Critical thinking skills has to be sharpened particularly during the COVID19 pandemic. This circumstance leads to the lack of students passion to apply their thinking skills in doing something necessary. Therefore, it requires a learning improving critical thinking skills. This study aims to describe the critical thinking skills of chemistry education students taking part in the lecture of Team Project Based STEM-metacognitive skills. The method utilized is a Pre-Experimental Design One-Shot Case Study consists of 130 chemistry education students taking part in 3rd and 5th semester. The 3rd se

APA, Harvard, Vancouver, ISO, and other styles

33

Ijirana, Ijirana, Jusman Mansyur, Muh Rizal, and Sitti Aminah. "Longitudinal Study of Metacognitive Skills and External Representation of Students in the Context of Problem-Solving." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 3 (2021): 194–206. http://dx.doi.org/10.23917/ijolae.v3i3.13563.

Full text

Abstract:

This study aims to longitudinally describe the metacognitive skills and external representation in the context of problem-solving at Chemistry Education, Tadulako University. The qualitative study respondents were selected from a number of first year students for two consecutive semesters. Two respondents were selected based on results of selection using a metacognitive skills assessment questionnaire (MCAI) and we categorized as high and medium. Three problems were resolved by respondents at intervals of one to two weeks in each semester through a one-on-one thinking aloud and it was followed

APA, Harvard, Vancouver, ISO, and other styles

34

Choiriyah, Hasna, and Rusly Hidayah. "Validity of Digital Comics to Train Metacognitive Skills on Thermochemical Materials." Hydrogen: Jurnal Kependidikan Kimia 11, no. 4 (2023): 401. http://dx.doi.org/10.33394/hjkk.v11i4.8237.

Full text

Abstract:

The purpose of this study was to determine the validity of digital comics to train students' metacognitive skills on thermochemical material seen from content and construct validation. The novelty of this research is to develop digital comics that have metacognitive components. The research subjects were high school students grade XI. The data used in the pre-research was from 30 students of class XI from one of the state high schools in Magetan. This research uses research and development (R&D) procedures with the ADDIE method, namely analyze, design, develop, implement, and evaluate. But

APA, Harvard, Vancouver, ISO, and other styles

35

Syahmani, P. Saadi, D. Clarita, and A. Sholahuddin. "Guided inquiry assisted by metacognitive questions to improve metacognitive skills and students conceptual understanding of chemistry." Journal of Physics: Conference Series 1760 (January 2021): 012023. http://dx.doi.org/10.1088/1742-6596/1760/1/012023.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Şen, Şenol. "THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT." Journal of Baltic Science Education 15, no. 3 (2016): 312–24. http://dx.doi.org/10.33225/jbse/16.15.312.

Full text

Abstract:

Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-a

APA, Harvard, Vancouver, ISO, and other styles

37

Saleh, Rahmat, Siti Zubaidah, and Susriyati Mahanal. "The Correlation between Critical Thinking and Metacognitive Skills on Student Retention Across Genders in Senior High School." Uniciencia 37, no. 1 (2023): 1–20. http://dx.doi.org/10.15359/ru.37-1.7.

Full text

Abstract:

[Objective] The current study explored the correlation and contribution of critical thinking and metacognitive skills toward female and male students' retention in senior high school. [Methodology] This study used a descriptive correlational design, where critical thinking and metacognitive skills served as the predictor, during retention as the criterion. A total of 230 students participated in this study. The participants comprised 112 (48.70%) male students and 118 (51.30%) female students. An essay test and a scoring rubric were used to collect data on participants' critical thinking and m

APA, Harvard, Vancouver, ISO, and other styles

38

Divamita, Almira Nindya, and Utiya Azizah. "Development of acid-base chemistry student activity sheet to improve metacognitive skills in Senior High School." Jurnal Pijar Mipa 17, no. 5 (2022): 624–29. http://dx.doi.org/10.29303/jpm.v17i5.3743.

Full text

Abstract:

This study aimed to determine the feasibility of STUDENT ACTIVITY SHEET SAS to improve students' metacognitive skills on the acid-base subject. The research used a 4-D development model. Data were collected through interviews, questionnaires, observation, and written tests. The research subjects were 36 students in class eleventh Science at the 5 Senior High School Madiun, East Java, Indonesia. The study used one pre-test and post-test control group design. Results showed that: 1) The average percentage of validity is 87%, which is categorized as very valid 2) The average percentage of practic

APA, Harvard, Vancouver, ISO, and other styles

39

Muna, Khairiatul, and Muhammad Bahit. "Eye-tracking and metacognitive skills: A review on the use of eye-tracking for measuring students’ metacognitive skills in chemistry learning." Journal of Physics: Conference Series 1422 (January 2020): 012033. http://dx.doi.org/10.1088/1742-6596/1422/1/012033.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Cendana, Chinta Celi Ayu, and H. Harjono. "Korelasi Persepsi Kemampuan Metakognitif dan Kemampuan Berpikir Kritis Siswa SMA Di Masa Pandemi Covid-19." Phenomenon : Jurnal Pendidikan MIPA 11, no. 2 (2021): 255–69. http://dx.doi.org/10.21580/phen.2021.11.2.6380.

Full text

Abstract:

One of the student abilities needed in the 2013 curriculum is metacognitive abilities. Some research results show that metacognitive abilities affect critical thinking skills. Researchers are interested in explaining the relationship between metacognitive abilities and critical thinking skills in learning chemistry on acid-base titration material. The formulation of the problem and the purpose of this study is how to correlate perceptions of metacognitive abilities to critical thinking skills of XI grade high school students at SMA Unggulan Nurul Islami Mijen during the Covid-19 pandemic. The

APA, Harvard, Vancouver, ISO, and other styles

41

Arami, M., and A. Wiyarsi. "The student metacognitive skills and achievement in chemistry learning: correlation study." Journal of Physics: Conference Series 1567 (June 2020): 042005. http://dx.doi.org/10.1088/1742-6596/1567/4/042005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Yana Fajar Prakasa. "Implementation of PDCA Metacognitive Learning Strategies to Metacognitive Abilities, Science Process Skills, and Student Learning Outcomes." Jurnal Pendidikan Profesi Guru 1, no. 1 (2023): 12–26. https://doi.org/10.22373/jppg.v1i1.2439.

Full text

Abstract:

Students in class XI MIPA often have difficulty learning chemistry in acid and alkaline solutions because the learning process is dominated by lecture and rote learning. The use of PDCA metacognitive strategies (SM-PDCA) in the learning process can help students improve their metacognitive abilities to understand abstract concepts. This study aims to determine the implementation of learning, metacognitive abilities, science process skills, and cognitive learning outcomes of students in the SM-PDCA experimental class and expository control class (Ep), as well as the effect of applying learning.

APA, Harvard, Vancouver, ISO, and other styles

43

Syahmani, Suyono, and Z. A. Imam Supardi. "Effectiveness of i-SMART Learning Model Using Chemistry Problems Solving in Senior High School to Improve Metacognitive Skills and Students’ Conceptual Understanding." Pedagogika 138, no. 2 (2020): 37–60. http://dx.doi.org/10.15823/p.2020.138.3.

Full text

Abstract:

This study presents i-SMART learning model (Identifying and representing problems, Selecting strategies and plans, Making solutions with monitoring strategies used, Analyzing and evaluating, Reflecting, and Transferring). I-SMART effectiveness in improving students‘ metacognitive skills and conceptual understanding is analysed. The application of i-SMART learning model in metacognitive activities made concepts easier for students to learn, therefore made it positively responded by students.

APA, Harvard, Vancouver, ISO, and other styles

44

Sunarto, Nadia Eka Vania, Rusly Hidayah, Rusly Hidayah, and Raizza Carbonel Sumuba. "THE VALIDITY OF DIGITAL COMIC TO TRAIN METACOGNITIVE SKILLS ON REACTION RATE." JOURNAL OF SCIENCE EDUCATION AND PRACTICE 8, no. 1 (2024): 1–13. http://dx.doi.org/10.33751/jsep.v8i1.9466.

Full text

Abstract:

This research aims to determine the level of validity of digital comic media on reaction rate to practice developed metacognitive skills. This research is Research Development (RD) with the ADDIE model, through 5 stages, namely analyze, design, development, implement, and evaluate which is limited to the development stage. The instrument used to determine the level of validity is a validation sheet assessed by two chemistry lecturers and one chemistry teacher. The level of validity is obtained based on the value mode of the assessment results of three validators. Based on the results of the va

APA, Harvard, Vancouver, ISO, and other styles

45

Carle, Myriam S., Rebecca Visser, and Alison B. Flynn. "Evaluating students’ learning gains, strategies, and errors using OrgChem101's module: organic mechanisms—mastering the arrows." Chemistry Education Research and Practice 21, no. 2 (2020): 582–96. http://dx.doi.org/10.1039/c9rp00274j.

Full text

Abstract:

We developed an online learning module called “Organic Mechanisms: Mastering the Arrows” to help students learn part of organic chemistry's language—the electron-pushing formalism. The module guides students to learn and practice the electron-pushing formalism using a combination of interactive videos, questions with instant feedback, and metacognitive skill-building opportunities. This module is part of OrgChem101.com, an open educational resource (OER) that houses a series of learning modules. To evaluate the mechanism module's effects on students’ learning and experiences, we offered a work

APA, Harvard, Vancouver, ISO, and other styles

46

Ekici, Funda, and Basri Atasoy. "Implementation of Strategy Instruction to Promote Pre-Service Chemistry Teachers’ Self-Regulated Learning Skills." Shanlax International Journal of Education 11, S1-Jan (2023): 1–25. http://dx.doi.org/10.34293/education.v11is1-jan.5863.

Full text

Abstract:

This study aimed to promote self-regulated learning skills in pre-service teachers, and to this end, a two-year Self-Regulated Learning Skills Development (SLSD) Plan for pre-service chemistry teachers was developed. In this SLSD plan, the strategy instruction was conducted in an integrated way into the content courses of the chemistry education curriculum. The strategy instruction was carried out in four parts: “time management strategies”, “reading comprehension and summarization strategies”, “writing strategies” and “questioning strategies”. In addition, metacognitive strategies used by the

APA, Harvard, Vancouver, ISO, and other styles

47

Vo, Kimberly, Mahbub Sarkar, Paul J. White, and Elizabeth Yuriev. "Problem solving in chemistry supported by metacognitive scaffolding: teaching associates’ perspectives and practices." Chemistry Education Research and Practice 23, no. 2 (2022): 436–51. http://dx.doi.org/10.1039/d1rp00242b.

Full text

Abstract:

Problem solving is a fundamental skill that chemistry graduates should possess, yet many students have difficulties solving problems in chemistry. These difficulties may be either student- or instructor-driven. Instructor-related difficulties could stem from some teaching practices, such as expecting students to apply procedures without requiring them to show their reasoning or solely focusing on worked examples. Such practices could inhibit the development of problem-solving skills. To address these challenges, our group developed a metacognitive scaffold (Goldilocks Help) to support both stu

APA, Harvard, Vancouver, ISO, and other styles

48

Gulacar, O., C. Cox, E. Tribble, N. Rothbart, and R. Cohen-Sandler. "Investigation of the correlation between college students’ success with stoichiometry subproblems and metacognitive awareness." Canadian Journal of Chemistry 98, no. 11 (2020): 676–82. http://dx.doi.org/10.1139/cjc-2019-0384.

Full text

Abstract:

The development of problem-solving skills — particularly with stoichiometry concepts — is paramount for succeeding in a general chemistry sequence. Key concepts related to problem solving and stoichiometry were analyzed and reported in this paper. The study analyzed retention of stoichiometry concepts over two consecutive quarters, the correlations between metacognition and success, and the correlations between the COSINE (Coding System for Investigating Subproblems and the Network) codes with the categories measured by the Metacognitive Awareness Inventory (MAI). Two cohorts, identified as th

APA, Harvard, Vancouver, ISO, and other styles

49

Muhali, Muhali, Muhammad Asy'ari, and Roniati Sukaisih. "Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa." Empiricism Journal 2, no. 2 (2021): 73–84. http://dx.doi.org/10.36312/ej.v2i2.594.

Full text

Abstract:

Penelitian ini bertujuan untuk mengetahui efektivitas model pembelajaran inquiry terintegrasi laboratorium virtual terhadap pemahaman konsep dan keterampilan metakognitif siswa. Quasi eksperimen dengan nonequivalent control group design digunakan dalam penelitian ini. Sampel penelitian ini adalah 56 siswa yang terbagi ke dalam 2 (dua) kelas parallel yang dipilih menggunakan cluster random sampling technique. Instrumen yang digunakan berupa tes pemahaman konsep dan instrumen lembar penilaian (LP) keterampilan metakognitif yangtelah dinyatakan valid dan reliabel. Data penelitian dianalisis secar

APA, Harvard, Vancouver, ISO, and other styles

50

Valachis, Ioannis, and Dimitrios Tachmatzidis. "Employees’ metacognitive knowledge and skills assessment in tourism and hospitality." Journal of Tourism Management Research 10, no. 2 (2023): 123–39. http://dx.doi.org/10.18488/31.v10i2.3418.

Full text

Abstract:

This research explores academic knowledge, cognitive, emotional, and soft skills, according to the employees’ perceptions, that lead to better service provision and career development enhancement in the tourism and hospitality industry. Moreover, the research explores the possible differences and correlations in reference to five individual traits: the educational background, the tourism and hospitality sectors, the seasonal or full-time character of the organization, the location of the organization, and the working experience derived. In order to investigate the perceptions of employees, 102

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!