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Artículos de revistas sobre el tema "Student’s metacognition"

Autor: Grafiati

Publicado: 23 de junio de 2021

Última modificación: 29 de julio de 2025

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1

Knox, Heather. "Using Writing Strategies in Math to Increase Metacognitive Skills for the Gifted Learner." Gifted Child Today 40, no. 1 (2017): 43–47. http://dx.doi.org/10.1177/1076217516675904.

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Metacognition is vital for a student’s academic success. Gifted learners are no exception. By enhancing metacognition, gifted learners can identify multiple strategies to use in a situation, evaluate those strategies, and determine the most effective given the scenario. Increased metacognitive ability can prove useful for gifted learners in the mathematics classroom by improving their problem-solving skills and conceptual understanding of mathematical content. Implemented effectively, writing is one way to increase a student’s metacognitive ability. Journal writing in the mathematics classroom

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2

Sasongko, Dimas Femy. "TEACHER STUDENT’S METACOGNITIVE FAILURE WHEN SOLVING SPHERE EQUATION QUESTION AND THEIR SCAFFOLDING." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 12, no. 1 (2023): 778. http://dx.doi.org/10.24127/ajpm.v12i1.6437.

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AbstrakPemecahan masalah adalah inti dari matematika. Untuk menentukan performa pemecahan masalah seseorang, metakognisi sering digunakan. Alih-alih sukses, kegagalan metakognisi dapat terjadi dan perancah diperlukan untuk mencapai solusi yang benar. Tiga partisipan terpilih merupakan mahasiswa Jurusan Pendidikan Matematika UIN Maulana Malik Ibrahim Malang karena performa penyelesaian soal di Tugas 1 yang rendah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan kegagalan metakognitif ketiga partisipan dan perancahnya. Lembar jawaban Tugas 1 dan wawancara berbasis Tugas 1 dari setiap p

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Nida Ayaz, Dr. Muhammad Naeem Butt, and Summiya Ahmad. "Interlinking Metacognition with University Students’ Academic Achievements in Khyber Pakhtunkhwa, Pakistan." sjesr 3, no. 4 (2020): 239–46. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(239-246).

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This study aims at investigating the association between metacognitive awareness and student’s academic achievements. The study undertakes the objectives and hypotheses on Low, Average and High achievers in addition to assess the effects of metacognition awareness level on student’s academic achievement. Through multistage stratified random sampling, data was collected from 160 undergraduate students, studying in Department of Mathematics & Department of English in Abdul Wali Khan University, Khyber Pukhtunkwa. Data was collected through Metacognitive Awareness Inventory (MAI) by Schraw an

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4

Ihsani, Ulynnuha Aulia, and Tatag Yuli Eko Siswono. "Student’s Metacognition in Solving Mathematical Problem using Chat-GPT." Journal of Mathematical Pedagogy (JoMP) 5, no. 2 (2024): 102–12. http://dx.doi.org/10.26740/jomp.v5n2.p102-112.

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This study aims to understand the metacognition processes of students in solving math problems with the assistance of Chat-GPT using a qualitative method and a case study approach. The research subjects are two eighth-grade students from a junior high school in Surabaya, selected through purposive sampling, with one subject representing successful students and the other representing unsuccessful students in the initial problem-solving test (PST). Data were collected through the initial PST, Chat-GPT-assisted PST, and interviews, then analyzed using metacognitive indicators: planning, monitorin

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5

Pangestuti, Dini Aji, Rini Rita T. Marpaung, and Neni Hasnunidah. "Pengaruh Discovery Learning terhadap Kesadaran Metakognisi dan Hasil Belajar Peserta Didik." Assimilation: Indonesian Journal of Biology Education 2, no. 2 (2019): 52. http://dx.doi.org/10.17509/aijbe.v2i2.19267.

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This study was conducted to find out the effect of discovery learning on student’s metacognitive awareness and cognitive learning achievement. The population of this research was all of the 11th grade MS (Mathematics and Science Program) students of Sumberejo 1 Senior High School. The research sample were students of 11th MS-1 and MS-3 class taken by cluster random sampling technique. This study was quasi-experimental with Pretest Post-test Non-Equivalent Control Group Design. In this study, student’s metacognitive awareness was measured by using MAI (Metacognitive Awareness Inventory) and SEM

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6

Darmawan, Ericka, Yuli Brasilita, Siti Zubaidah, and Murni Saptasari. "Enhancing metacognitive skills of students with different gender using simas eric learning model at state senior high school 6 Malang." Biosfer 11, no. 1 (2018): 48–57. http://dx.doi.org/10.21009/biosferjpb.11-1.5.

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The aim of the research is to know the influence of Simas eric (Skimming, Mind mapping, Questioning, Exploring, Writing, Communicating) cooperative learning model on difference gender on the XIth grade student’s metacognition skills of Biology in State Senior High School 6 Malang. This research was quasi-experimental with non-equivalent pretest posttest control group design. The sample used was XI MIA 1 and XI MIA 2 class of the State Senior High School 6 Malang. The data had been collected by observation of students’s metacognition skills. The data analysed by Anacova techniques showed that S

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7

Antonio, Ronilo, and Maricar Prudente. "Effectiveness of Metacognitive Instruction on Students’ Science Learning Achievement: A Meta-Analysis." International Journal on Studies in Education 4, no. 1 (2021): 43–54. http://dx.doi.org/10.46328/ijonse.50.

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This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement. Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped ac

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8

Engen, Thor Ola. "How metacognition and (reading) strategies develop according to Vygotsky." Problemy Wczesnej Edukacji 42, no. 3 (2018): 28–36. http://dx.doi.org/10.26881/pwe.2018.42.04.

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The paper addresses the concepts of metacognition and (reading) strategies, the origin of which is usually traced back to the 1970s. However, the paper argues that conscious awareness, which Vygotsky introduced as early as the 1930s, is another term for metacognition. Further, according to Vygotsky, “… conscious awareness enters through the gate opened up by scientific concept” (Vygotsky 1987: 191, italics added), meaning that metacognitive skills develop in instruction, as a function of student’s work with academic concepts. This hypothesis, however, seems to be ignored by contemporary, mains

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Feyzioğlu, Eylem Yıldız, Ercan Akpinar, and Nilgün Tatar. "EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS’ MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY." Journal of Baltic Science Education 17, no. 1 (2018): 43–64. http://dx.doi.org/10.33225/jbse/18.17.43.

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The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student’s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data coll

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Sapitri, Alfi, Ely Djulia, and Herbert Sipahutar. "Hubungan Metakognitif, Kemampuan Berpikir Kritis, Bimbingan Orang Tua dan Guru tentang Kesehatan Reproduksi dengan Persepsi Perilaku Seksual Siswa SMA Se-Kota Medan." Jurnal Pendidikan Biologi 7, no. 2 (2018): 117. http://dx.doi.org/10.24114/jpb.v7i2.10625.

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This research intended to identify: (1) Student metacognition about reproduction health, (2) student critical thinking skill about reproduction health; (3) Student perception of sexual behaviour, (4) Parents’ and teachers’ guidance about reproduction health, (5) Teachers’ guidance about reproduction health, (6) The correlation among metacognitive, critical thinking, parents’ and teachers’ guidance about reproduction health into perception of sexual behaviour. This correlation study was conducted at Senior high schools in district Medan, North Sumatra Indonesia at 2013 academic year. Research i

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11

Hikmah, Fitri Nur, Moh Irma Sukarelawan, Tri Nurjannah, and Jamaludin Djumati. "Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model." Indonesian Journal of Science and Mathematics Education 4, no. 2 (2021): 172–82. http://dx.doi.org/10.24042/ijsme.v4i2.9488.

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This study aims to elaborate on the interaction between students’ metacognitive awareness and the difficulty level of items in Heat and Temperature Metacognition Awareness Inventory (HeTMAI). This study uses a quantitative research method with the type of survey research. The respondents involved were 30 students and came from one the public high schools in eastern Indonesia. Metacognitive awareness was evaluated using the 26-item HeTMAI. Student responses are administered online, are voluntary and anonymous. The interaction between students’ metacognitive awareness and items in HeTMAI was ana

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Huriljannah, Maulida, and Rahmi Faradisya Ekapti. "THE EFFECTIVENESS OF THE SOCIO-SCIENTIFIC ISSUES BASED NUMBERED HEAD TOGETHER LEARNING MODEL ON STUDENT’S METACOGNITIONS ABILITY." INSECTA: Integrative Science Education and Teaching Activity Journal 5, no. 2 (2024): 156–65. https://doi.org/10.21154/insecta.v5i2.9917.

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The low understanding of students in receiving learning materials makes the grades and achievements of these students tend to be lower, this is caused by several factors. As for one of the factors related to the understanding of students in receiving learning materials and the success of the learning process, especially science subjects, namely the metacognitive abilities of these students. To be able to attract students' interest in learning and also to be able to improve the metacognition abilities of students, especially in science subjects, a learning model is needed and accompanied by an

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13

Irma, Moh, Jumadi Jumadi, Heru Kuswanto, and M. Anas. "The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model." European Journal of Educational Research 10, no. 4 (2021): 2133–44. http://dx.doi.org/10.12973/eu-jer.10.4.2133.

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<p style="text-align: justify;">Metacognition inventory supports increased awareness and self-control to improve student’s academic success, including physics. However, there are limitations to revealing the Physics Metacognition Inventory (PMI), especially in Indonesia. This study aims to explore and evaluate the psychometric properties of PMI. This survey research has involved 479 students from three high schools in Indonesia. The psychometric properties of the I-PMI were evaluated using a Confirmatory Factor Analysis and Rasch Model approach. The results show that the Indonesian Physi

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Irma, Moh, Jumadi Jumadi, Heru Kuswanto, and M. Anas. "The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model." European Journal of Educational Research 10, no. 4 (2021): 2133–44. http://dx.doi.org/10.12973/eu-jer.10.4.2133.

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<p style="text-align: justify;">Metacognition inventory supports increased awareness and self-control to improve student’s academic success, including physics. However, there are limitations to revealing the Physics Metacognition Inventory (PMI), especially in Indonesia. This study aims to explore and evaluate the psychometric properties of PMI. This survey research has involved 479 students from three high schools in Indonesia. The psychometric properties of the I-PMI were evaluated using a Confirmatory Factor Analysis and Rasch Model approach. The results show that the Indonesian Physi

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15

Плющ В. М., Бохан Ю. В. та Форостовська Т. О. "СТРАТЕГІЇ МЕТАКОГНІТІВНОГО РОЗВИТКУ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН". World Science 3, № 8(36) (2018): 24–28. http://dx.doi.org/10.31435/rsglobal_ws/30082018/6074.

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   The article discusses studies of the student’s metacognition. The scientific approaches which are characterized reflect the problem of the research. The article attempts to define the place of the students in the pedagogical process and to identify the role of metakognitsy as a factor of success in vocational training.Metacognitive knowledge, covering knowledge of a subject, knowledge about the subject and about its cognition, about oneself and once own development in this process, is the most effective with relation to cognitive and personal development of a student.The p

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FATOYINBO, B. K., and E. A. EMEKE. "METACOGNITION AWARENESS, METACOGNITIVE USE AND STUDENTS’ CHEMISTRY ACHIEVEMENT IN POST BASIC SCHOOLS IN ONDO STATE, NIGERIA." Cognizance Journal of Multidisciplinary Studies 3, no. 8 (2023): 674–91. http://dx.doi.org/10.47760/cognizance.2023.v03i08.017.

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This study is about influence of metacognitive strategies and metacognitive use on student’s academic achievement in chemistry. It was conducted in public post basic schools in Ondo state, Nigeria. A total of 1,307 chemistry students were the respondents of the study. Metacognitive Awareness Inventory (MAI) designed by Schraw and Dennison (1994) was adapted in this study. Scenarios were given in the developed Metacognitive Awareness Scale (MAS) used in this study and respondents were required to judge how applicable to them the strategies that follow each scenario. MAS cover the demographic in

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Rokhima, Nur, and Harina Fitriyani. "Student’s Metacognition: Do Intrapersonal Intelligent Make Any Difference?" Mosharafa: Jurnal Pendidikan Matematika 7, no. 2 (2018): 167–78. http://dx.doi.org/10.31980/mosharafa.v7i2.498.

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Metakognisi adalah kesadaran seseorang tentang proses berpikirnya untuk merencanakan, mengamati, dan mengevaluasi. Selain itu, kecerdasan siswa memiliki peran penting untuk menyelesaikan masalah. Tujuan dari penelitian ini adalah untuk mengetahui proses metakognitif siswa dalam rangka menyelesaikan masalah matematika yang ditinjau dari kecerdasan intrapersonal mereka. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subyek ini terdiri dari tiga jenis siswa yang memiliki kecerdasan intrapersonal tinggi, rata-rata, dan rendah. Instrumen yang digunakan adalah kuesioner, tes pemecahan

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Nishfiya Ramdoniati. "META-ANALISIS PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP METAKOGNISI SISWA." Al-Mujahidah 2, no. 2 (2021): 272–77. http://dx.doi.org/10.51806/al-mujahidah.v2i2.37.

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Abstract: The article describes meta-analysis result of Problem Based Learning (PBL) model to improve student’s metacognition. The meta-analysis method in this study is based on Hunter Schmidt calculations. The unit of analysis in this study are written documents about PBL model research on metacognition in the form of article journal that are taken provosive sampling based on conformity with the research theme. The sample in this study amounted to 850 students. This study was found that there are the impact of problem based learning model on metacognition with the value of effect size is 0.56

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Nautiyal, Shivani, Surendra Prasad Rayal, and Abhishek Kumar Bhardwaj. "The effect of Om Chanting, Bhramari Pranayama, and Nadi Shodhana Pranayama on cognitive functions among medical students: An experimental trial." Yoga Mimamsa 56, no. 1 (2024): 21–26. http://dx.doi.org/10.4103/ym.ym_13_24.

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ABSTRACT Background: Physical inactivity leads to stress-related unconstructive repetitive thought, negatively affecting student’s cognitive health. The present study tried to find a way to enhance students’ cognition through yoga. The study assessed the effect of “Om” Chanting, Bhramari Pranayama, and Nadi Shodhana Pranayama on cognition of medical students. Methods: One hundred and fifty participants (75 in each group aged 1827 years) were selected from SGRR Medical College, Dehradun, in the northern region of India. They were randomized into the yoga group (n = 75) and control group (n = 7

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Amrin, Amrin, Amri Tanduklangi, and Mursalim Mursalim. "THE CORRELATION BETWEEN STUDENTS’ METACOGNITION AND THEIR ACADEMIC ACHIEVEMENT IN ENGLISH SUBJECT AT SMAN 8 KENDARI." Journal of Teaching English 4, no. 3 (2019): 289. http://dx.doi.org/10.36709/jte.v4i3.13958.

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The study aimed at investigating the correlation between students’ metacognition and their academic achievement at the eleventh grade of SMAN 8 Kendari. The objective of the study is to answer the following research question: is there any significant correlation between student’s metacognition and their academic achievement in English subject at SMAN 8 Kendari?. The study was correlation research study, which employed quantitative research methods. The data was collected from 46 participants who are from SMA N 8 Kendari class XI IPA I and IPS II. The data collection was carried out by using a

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Rokhima, Nur, and Harina Fitriyani. "STUDENT’S METACOGNITION: DO INTRAPERSONAL INTELLIGENT MAKE ANY DIFFERENCE?" Mosharafa: Jurnal Pendidikan Matematika 7, no. 2 (2018): 167–78. http://dx.doi.org/10.31980/mosharafa.v7i2.36.

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AbstrakMetakognisi adalah kesadaran seseorang tentang proses berpikirnya untuk merencanakan, mengamati, dan mengevaluasi. Selain itu, kecerdasan siswa memiliki peran penting untuk menyelesaikan masalah. Tujuan dari penelitian ini adalah untuk mengetahui proses metakognitif siswa dalam rangka menyelesaikan masalah matematika yang ditinjau dari kecerdasan intrapersonal mereka. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subyek ini terdiri dari tiga jenis siswa yang memiliki kecerdasan intrapersonal tinggi, rata-rata, dan rendah. Instrumen yang digunakan adalah kuesioner, tes pem

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Safitri, Prahesti Tirta, Eprilita Yasintasari, Santi Adhitama Putri, and Uswatun Hasanah. "Analisis Kemampuan Metakognisi Siswa dalam Memecahkan Masalah Matematika Model PISA." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 1 (2020): 11. http://dx.doi.org/10.31331/medivesveteran.v4i1.941.

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Penelitian ini dilatarbelakangi karena pentingnya kemampuan metakognisi sebagai salah satu syarat penguasaan pemecahan masalah yang belum banyak mendapat perhatian dan pengevaluasian oleh guru. Penelitian ini dilakukan dengan tujuan untuk mengetahui kemampuan metakognisi siswa kelas VIIA dalam memecahkan masalah matematika model PISA. Dalam pemecahan masalah pada soal model PISA terdapat aspek-aspek yang meliputi Planning, Monitoring, dan Evaluation. Jenis penelitian ini adalah kualitatif. Penelitian dilakukan di MTS Al-Kamil pada siswa kelas VIIA semester genap tahun ajaran 2018/2019. Subjek

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Mumpuni, Kistantia Elok, Puguh Karyanto, and Bowo Sugiyarto. "The Influence of INSTAD Learning Strategies Toward Metacognition And Student’s Cognitive Achievement In Studying Biology." BIO-PEDAGOGI 1, no. 1 (2012): 28. http://dx.doi.org/10.20961/bio-pedagogi.v1i1.5250.

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<p>Learning biodiversity using INSTAD learning strategy to improve metacognition awareness and student’s cognitive achievement : a study toward student of SMA Batik 1 Surakarta.This research is considered as a quantitative research, and analyzed as according to quasi-experimental paradigm. The research was designed using pretest-posttest randomized subject control-group. Experimental group was determined and upon which INSTAD strategy was applied. Instead of the non experiment one. Such the aforementioned strategy was conducted upon student of SMA Batik 1 Surakarta as a population. Sampl

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Pradana, Harsya Danang, and Ouda Eda Tena. "A Qualitative Research on Self-Regulation Practices of ELT Students in Reading Class." Journal of Foreign Language Teaching and Learning 6, no. 2 (2021): PRESS. http://dx.doi.org/10.18196/ftl.v6i2.11625.

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This paper investigates the self-regulation practices in reading classes among students from a private university in Yogyakarta. In an era where students and their thinking process are the centers of the teaching and learning process, each student’s metacognition skills need to adjust the teaching methods used inside and outside the classroom. To that end, students must be aware of their metacognitive skills and self-regulating behaviors. The research method used in this paper was the quantitative method. The researchers used the interview and focused group discussion (FGD) method on gaining i

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Wider, Clarice, and Walton Wider. "EFFECTS OF METACOGNITIVE SKILLS ON PHYSICS PROBLEM -SOLVING SKILLS AMONG FORM FOUR SECONDARY SCHOOL STUDENTS." Journal of Baltic Science Education 22, no. 2 (2023): 357–69. http://dx.doi.org/10.33225/jbse/23.22.257.

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A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of met

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TOBILLA, JOAN. "Project SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to Develop Student’s Metacognition." SEAQIS Journal of Science Education 3, no. 02 (2023): 9–18. http://dx.doi.org/10.58249/sjse.v3i02.93.

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The study aimed to determine the effect of PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps to develop student’s metacognition. Specifically, it sought to answer the to what extent do student's manifest metacognition as they engage in PROJECT SWORD-MMs: Science Words Optimization via Reading and Devised Mind Maps. The study was conducted at Luis Aguado National High School in Trece Martires City, Cavite, Philippines. The study participants were 40 students under control group and 35 under experimental group, 75 from Grade 7, 8, 9 and 10. They were carefully chose

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Zhu, Meina, and Curtis J. Bonk. "Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners." Journal of Learning for Development 7, no. 1 (2020): 31–45. http://dx.doi.org/10.56059/jl4d.v7i1.380.

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This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22). This study found that MOOC instructors viewed self-monitoring skills vital for SDL. MOOC instructors reported that they facilitated students’ self-monitoring with both internal and external feedback. Students’ internal feedback is related to cognitive and metacognitive processes. Among the methods

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Cahyaningsih, Ujiati, Dede Salim Nahdi, Mohamad Gilar Jatisunda, and Vici Suciawati. "STUDENT’S MATHEMATICAL PROBLEM-SOLVING ABILITY WITH MATHEMATICAL RESILIENCE AND METACOGNITION SKILLS: A QUANTITATIVE ANALYSIS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 4 (2021): 2591. http://dx.doi.org/10.24127/ajpm.v10i4.4366.

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One of the main goals in learning mathematics, both at the primary and secondary education levels, is to equip students with mathematical problem solving skills. This is important because there are so many problems in life that need to be solved by mathematics. However, several studies show that students' problem solving abilities are still low, so teacher efforts are needed to improve them. This research has a focus on improving students' mathematical problem solving abilities based on factors within the students themselves, namely Mathematical Resilience and metacognition abilities. This stu

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Pitkäniemi, Harri, and Petteri Vanninen. "LEARNING ATTAINMENTS AS A RESULT OF STUDENT ACTIVITY, COGNITION AND THE CLASSROOM ENVIRONMENT." Problems of Education in the 21st Century 41, no. 1 (2012): 75–86. http://dx.doi.org/10.33225/pec/12.41.75.

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The purpose of the study was to construct a model to comprehensively describe the relationships between the classroom learning environment, student’s cognition (student mediation) and learning outcomes. In studies of the learning environment, mostly direct (distal) connections have been in-vestigated in relationships between psycho-social properties and learning outcomes. Aspects of student mediation (proximal), such as student’s self-efficacy and metacognition, have also often been overlooked in traditional teacher effectiveness research. Using a model that includes mediation vari-ables and t

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Putri, Atika, Dewi Lengkana*, and Tri Jalmo. "Teacher’s Perceptions of Electronic Multi Representation STEM based Worksheet to Improve Student’s Metacognitive Ability." Jurnal Pendidikan Sains Indonesia 10, no. 3 (2022): 606–22. http://dx.doi.org/10.24815/jpsi.v10i3.25052.

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Science teachers often conduct a teacher-centered learning process without analyzing the essential needs of each student. Yet, it may not support student to enhance their cognition ability in 21th century era. This study aimed to describe teachers' perception toward usage of electronic multi representation-STEM based worksheet. The study was conducted in February 2021, involving 245 student and 15 science teachers of junior high school. The research used a mixed method with Sequential Explanatory Design. Data were taken using Questionnaire, interview, and to analyze current student worksheet.

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Thufaila, Dewi, and Sugiman. "Identification of student’s metacognition level in solving modeling mathematical problem." Journal of Physics: Conference Series 1320 (October 2019): 012093. http://dx.doi.org/10.1088/1742-6596/1320/1/012093.

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Mazumder, Quamrul H., and Mary Jo Finney. "Improvement Of Confidence And Motivation Using Online Metacognition Tool." American Journal of Engineering Education (AJEE) 3, no. 1 (2012): 53–66. http://dx.doi.org/10.19030/ajee.v3i1.6889.

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The use of technology such as laptop computers in the classroom has long been recognized as destructive behavior since it diverts a student’s attention from course topics. However, it is conceivable that every student will be using some form of technology in the near future. Determining the effects of interactive software on students’ learning outcomes can have a profound effect on engineering education. The ultimate aim of this research is to transform students into active learners who are able to better comprehend, are less distracted, and can achieve higher academic performance. In this stu

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Febrianto, Kelvin, and Yunus Fadhillah. "IMPLEMENTASI SELF-REGULATED LEARING PADA APLIKASI PEMBELAJARAN MANAJEMEN PROYEK SISTEM INFORMASI PADA PERGURUAN TINGGI SWASTA X DI JAKARTA." Jurnal Riset Informatika 1, no. 1 (2018): 51–56. http://dx.doi.org/10.34288/jri.v1i1.15.

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Failing IT Projects has kept growing over the past recent years. Understanding of Project Management concepts must be taught in college. Recent studies at the conducted courses at college X in Jakarta over the past ten years has shown discrepancy between daily exercises with the exam result students received. Therefore, developing a new learning process is required to enhance the student’s understanding of Project Management concepts. Self-Regulated Learning method encompasses independent learning by metacognition, motivation, self-regulation, and self-evaluation. To develop such process would

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Fahreza, Rizki, Parham Saadi, and Syahmani Syahmani. "PROFIL METAKOGNISI SISWA BERDASARKAN SELF-REGULATED LEARNING (SRL) DALAM MEMECAHKAN MASALAH KIMIA." Vidya Karya 33, no. 2 (2019): 118. http://dx.doi.org/10.20527/jvk.v33i2.5561.

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Abstract. This research aims to (1) know the student’s metacognitive charactersitics in solving chemistry problem, especially based on Self-Regulated Learning (SRL) and (2) identify the factors influence student’s SRL capability. Research design used in this research was one-shot case study with pre-test. The research sample was the 11th grade students of Science classroom chosen by purposive sampling method. The instruments were pre-test, post-test, and Metacognition Self Learning Questionnaire (MSLQ). The data were collected by test, observation, dan questionnaire. Analysis method used descr

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Tohir, Mohammad, and Muhasshanah Muhasshanah. "MATHEMATICAL ISSUES IN TWO-DIMENSIONAL ARITHMETIC FOR ANALYZE STUDENTS' METACOGNITION AND CREATIVE THINKING SKILLS." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 3, no. 2 (2021): 170–83. http://dx.doi.org/10.35316/alifmatika.2021.v3i2.170-183.

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This study aimed to analyze the level of students' metacognition skills and creative thinking in the generalization of a two-dimensional arithmetic sequence. A qualitative descriptive is a scientific approach used in this study. Students' of the Mathematics Education Study Program in Tarbiyah Faculty of Ibrahimy University are subjects in the study. Through this article, the author will describe the results of the research in the combinatorics course. The initial data was collected by assigning open problem-solving assignments to students and conducting documentation studies on students in gen

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Waskitoningtyas, Rahayu Sri, and Ganjar Susilo. "Student’s critical thinking ability in completing metacognition problems of mathematical education students in Balikpapan University." Math Didactic: Jurnal Pendidikan Matematika 6, no. 1 (2020): 87–97. http://dx.doi.org/10.33654/math.v6i1.928.

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Penelitian ini bertujuan untuk mengidentifikasi kemampuan berpikir kritis mahasiswa dalam menyelesaikan soal metakognisi Program Studi Pendidikan Matematika Universitas Balikpapan. Pendekatan penelitian yang digunakan oleh peneliti adalah pendekatan kuantitatif deskriptif. Subyek penelitian ini adalah mahasiswa pendidikan matematika yang diberikan soal metakognisi materi Trigonometri. Teknik pengumpulan data menggunakan triangulasi yaitu dokumentasi berupa hasil jawaban mahasiswa, observasi terhadap lembar jawaban mahasiswa dan wawancara. Dari 8 soal yang diujicobakan diperoleh 6 soal yang lay

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Sobieszczuk-Nowicka, Ewa, Eliza Rybska, Joanna Jarmużek, Małgorzata Adamiec, and Zofia Chyleńska. "Are We Aware of What Is Going on in a Student’s Mind? Understanding Wrong Answers about Plant Tropisms and Connection between Student’s Conceptions and Metacognition in Teacher and Learner Minds." Education Sciences 8, no. 4 (2018): 164. http://dx.doi.org/10.3390/educsci8040164.

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Problems with understanding concepts and mechanisms connected to plant movements have been diagnosed among biology students. Alternative conceptions in understanding these phenomena are marginally studied. The diagnosis was based on a sample survey of university students and their lecturers, which was quantitatively and qualitatively exploratory in nature (via a questionnaire). The research was performed in two stages, before and after the lectures and laboratory on plant movements. We diagnosed eight alternative conceptions before the academic training started. After the classes, most were no

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Lake, Warren, William (Bill) E. Boyd, and Wendy Boyd. "Transforming student expectations through a real-time feedback process and the introduction of concepts of self-efficacy - surprising results of a university-wide experiment." Journal of University Teaching and Learning Practice 15, no. 5 (2018): 51–74. http://dx.doi.org/10.53761/1.15.5.5.

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A core indicator of success at University is the grade a student achieves following a period of study. A student’s ability to achieve expected grades is often understood in terms of learning and study processes that the student is capable of, chooses to adopt, or masters. However, psychology tells us that our selfefficacy is a major determinant of how we select activities, how much effort we expend on them, and how long we sustain effort. The importance of self-efficacy in supporting a student’s study choices, effort and sustainability – and hence in the student’s capacity for success – is cle

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Anandarasu, R. "A Study on Meta Cognition of the B.Ed. Trainees in Thanjavur." Himalayan Journal of Education and Literature 02, no. 02 (2021): 1–4. https://doi.org/10.47310/hjel.2021.v02i02.024.

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The present study to find out the metacognition of the B.Ed. trainees in terms of following variables like gender, subject, residence, college locality and nature of stay. Methodology is normative survey and population is B.Ed. Trainee and statistical techniques used. The study reveals that there is a significant difference between the meta cognition of the urban and rural students and there is significant difference between the meta cognition of the joint family and nuclear family. There is no significant difference of the meta cognition among B.Ed. trainees in terms of their gender, subject,

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Gim, Ga-yeong, and Seong-hwan Moon. "Comparison of Elementary School Student’s Metacognition According to Their Experience of Invention Education." Institute for Education and Research Gyeongin National University of Education 39, no. 1 (2019): 351–69. http://dx.doi.org/10.25020/je.2019.39.1.351.

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Obuca, Faruk, Orkun Aydın, Süleyman Çakıroğlu, and Pınar Ünal-Aydın. "The combined role of metacognition and mindfulness in social anxiety symptoms: A path model." Psihologija, no. 00 (2023): 13. http://dx.doi.org/10.2298/psi220729013o.

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Although social anxiety disorder (SAD) is widespread and associated with significant distress, its etiology is not yet fully explored. We aimed to examine how metacognitions and mindfulness interact with SAD symptoms. 531 college students were enrolled in this study. Participants completed the Liebowitz Social Anxiety Scale (LSAS), the Metacognition Questionnaire-30 (MCQ-30), and the Five-Facet Mindfulness Questionnaire (FFMQ). A path analysis was run to explore the associations between test variables. A positive correlation was found between metacognition and SAD symptoms, while mindfulness n

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Han, Cheon-woo. "Structural Relations Among Junior College Student’s Growth Mindset, Grit, Metacognition, and Career Preparation Behavior." Korea University Institute of Educational Research 33, no. 4 (2020): 191–215. http://dx.doi.org/10.24299/kier.2020.33.4.191.

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Safiati, O. A., Dafik, T. D. Prastiti, and Z. R. Ridlo. "On student’s metacognition skill in solving division operation under the research-based learning implementation." IOP Conference Series: Earth and Environmental Science 747, no. 1 (2021): 012118. http://dx.doi.org/10.1088/1755-1315/747/1/012118.

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Salam, Mohamad, and La Misu. "Searching of Student’s Metacognition Consciousness in Learning of Numbers Theory through Behavioral Learning Model." Journal of Physics: Conference Series 1028 (June 2018): 012171. http://dx.doi.org/10.1088/1742-6596/1028/1/012171.

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Bordoni, Noemí, Pablo A. Salgado, Ángela Argentieri, and Aldo F. Squassi. "Learning strategies of dental students in Buenos Aires, Argentina prior to and during the COVID-19 pandemic." Acta Odontológica Latinoamericana 35, no. 3 (2022): 214–22. http://dx.doi.org/10.54589/aol.35/3/214.

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Various theories have endeavored to explain how knowledge is accessed. Students, in order to learn, need a good repertoire of appropriate metacognitive and self-regulating strategies and knowledge, which they use consciously or unconsciously. Teachers, in addition to knowing how to teach, need to be aware of students’ learning strategies, metacognition, and self-regulation, and of the impact of changes associated with recent pandemic scenarios. Aim: The aim of this study was to identify the study strategies preferred by dental students in two different scenarios: prior to and during the pandem

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Aini, Qurrotul. "Identifikasi Kemampuan Metakognisi Siswa SD dalam Pemecahan Masalah Berdasarkan Disposisi Matematis." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 3, no. 1 (2019): 97. http://dx.doi.org/10.31331/medivesveteran.v3i1.688.

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Tujuan penelitian ini untuk mengidentifikasi kemampuan metakognisi siswa SD dalam pemecahan masalah berdasarkan disposisi matematis. Penelitian ini merupakan penelitian kualitatif dengan pendekatan eksploratif. Subjek dalam penelitian ini adalah 3 siswa kelas V yang masing-masing memiliki disposisi matematis rendah, disposisi matematis sedang, dan disposisi matematis tinggi. Teknik pengumpulan data dalam penelitian ini adalah angket/kuisioner, Tes Kemampuan Metakognisi (TKM), pedoman wawancara, dan lembar observasi. Teknik analisis data menggunakan model Milles dan Huberman yaitu reduksi data,

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Mukasyaf, Fikri, Kms M. Amin Fauzi, and Mukhtar Mukhtar. "Building Learning Trajectory Mathematical Problem Solving Ability in Circle Tangent Topic by Applying Metacognition Approach." International Education Studies 12, no. 2 (2019): 109. http://dx.doi.org/10.5539/ies.v12n2p109.

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Mathematical problem solving ability is one of the most important abilities students must have to process the information provided in solving problems. Before using mathematical problem solving skills, prior knowledge becomes the most crucial thing that makes students able to connect all available information so that they can construct new knowledge through the process of assimilation or accommodation.The purpose of this reseach is to:(1) Analyze prior knowledge what student has so the student can solve the problem of tangent circle given; (2) Know how learning trajectory in student’s mathemat

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Ummayah, Fivi Fari Dhotul, and Novi Ratna Dewi. "Analysis of Students Metacognition Ability through Problem Based Learning Assisted by Worksheets on Environmental Pollution Material." Journal of Environmental and Science Education 1, no. 2 (2021): 32–40. http://dx.doi.org/10.15294/jese.v1i2.45773.

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Metacognition ability is important for students to be able to organize and examine their thinking processes. In fact, the seventh-grade students of SMP Negeri 13 Semarang do not yet know their metacognitive abilities and teachers have not deliberately built students' metacognitive abilities in various lessons with certain strategies. Problem-based learning (PBL) has the potential to build students' metacognitive abilities. This study aims to analyze the profile of students' metacognitive abilities through PBL assisted by environmental pollution worksheets. This research is a mixed-method appro

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B.K, FATOYINBO, and EMEKE E.A. "METACOGNITION AWARENESS, METACOGNITIVE USE AND STUDENTS' CHEMISTRY ACHIEVEMENT IN POST BASIC SCHOOLS IN ONDO STATE, NIGERIA." Cognizance Journal of Multidisciplinary Studies (CJMS) 3, no. 8 (2023): 674–91. https://doi.org/10.47760/cognizance.2023.v03i08.017.

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This study is about influence of metacognitive strategies and metacognitive use on student’s academic achievement in chemistry. It was conducted in public post basic schools in Ondo state, Nigeria. A total of 1,307 chemistry students were the respondents of the study. Metacognitive Awareness Inventory (MAI) designed by Schraw and Dennison (1994) was adapted in this study. Scenarios were given in the developed Metacognitive Awareness Scale (MAS) used in this study and respondents were required to judge how applicable to them the strategies that follow each scenario. MAS cover the demograp

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Anggraheni, Fani Yunida, Kismiantini Kismiantini, and Ariyadi Wijaya. "Analysis of Metacognition Ability to Solve Mathematics Problem." Southeast Asian Mathematics Education Journal 13, no. 1 (2023): 19–30. http://dx.doi.org/10.46517/seamej.v13i1.183.

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In this study, two components of metacognition were examined, namely metacognitive knowledge and metacognitive skills. This study aims to analyse the students’ metacognitive abilities based on predetermined indicators, by looking at the relationship between the performance of metacognition knowledge and metacognition skill. The study discovers that the students with low, medium, and high scores perform differently. The conclusion is that students who have metacognition knowledge do not necessarily have metacognition skills or abilities.

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