THE STUDENT’S METACOGNITIVE SKILLS OF PROSPECTIVE PRIMARY SCHOOL TEACHERS
DOI:
https://doi.org/10.12928/ijemi.v2i2.3432Keywords:
Metacognitive skills, Prospective teacher, Primary schoolAbstract
Metacognitive skill is essential to have by every individual, including the prospective teachers' students. Some teachers who have not trained in metacognitive ability would be caused by the lack of understanding of the stages in carrying out metacognitive ability. It has not realised that metacognitive ability can affect students' learning process and learning outcome. The students who have the excellent metacognitive ability can develop metacognitive domain-oriented learning. This study aims to know the metacognitive skills of prospective primary school teachers in Universitas Ahmad Dahlan. This research used a quantitative approach to descriptive type and survey method. The samples are 100 students of elementary school educations of Universitas Ahmad Dahlan consisted of the semester II, IV, and VI. The instrument used Metacognitive Ability Inventory (MAI) with the Likert scale(1-5). Data were analysed using descriptive statistics to determine the Mean, standard deviation, percentage, and metacognitive categorisation of elementary school education students. The research result showed a low-medium range category. It influenced by some factors related to the inadequate metacognitive development of prospective primary school teachers. Judging from the cognitive knowledge aspect, the high category of the percentage calculation of cognitive knowledge aspects is in the declarative knowledge aspect. In the cognitive regulation aspect, planning becomes the highest percentage of cognitive regulation aspect.References
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Black, S. A., & Schwartz, A. J. (2015). Learning: Behavior Grounded in Experiences. In Anesthesiology (Vol. 123, Issue 1, pp. 10–11). Lippincott Williams and Wilkins. https://doi.org/10.1097/ALN.0000000000000700
Blakey, E., & Spence, S. (1990). Developing metacognition. RIC Clearinghouse on Information Resources.
Carpenter-Aeby, T., & Aeby Victor G. (2013). Application of Andragogy to Instruction in an MSW Practice Class. Journal of Instructional Psychology, 40(1–4), 3–11. https://web.b.ebscohost.com
Chiu, M. M. (2009). From Metacognition To Social Metacognition: Similarities, Differences, and Learning. Journal of Education Research, 3(4), 1–19. https://www.researchgate.net/publication/288305672
Conaway, W. (2009). Andragogy: Does one size fit all? A study to determine Adragogical principles' applicability to adult learners of all ages [Walden University]. https://scholarworks.waldenu.edu/dissertations
Corebima Aloysius, D., Susilo, H., & Zubaidah, S. (2017). Creative Thinking of Low Academic Student Undergoing Search Solve Creates and Share Learning Integrated with Metacognitive Strategy. Article in International Journal of Instruction. https://doi.org/10.12973/iji.2017.10216a
Costillas, J. M. (2016). Eliciting and sustaining critical thinking through brain-based teaching in mathematics. Journal of Educational and Human Resource Development, 4, 50–55.
Demirel, M., Aşkın, İ., & Yağcı, E. (2015). An Investigation of Teacher Candidates’ Metacognitive Skills. Procedia - Social and Behavioral Sciences, 174, 1521–1528. https://doi.org/10.1016/j.sbspro.2015.01.783
DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228–236. https://doi.org/10.1016/j.lindif.2015.11.010
Efendi, N. (2013). Pengaruh Pembelajaran Reciprocal Teaching Dipadukan Think Pair Share Terhadap Peningkatan Kemampuan Metakognitif Belajar Biologi Siswa SMA Berkemampuan Akademik Berbeda Di Kabupaten Sidoarjo. Jurnal Santiaji Pendidikan, 3(2), 85-109 pp. http://jurnal.unmas.ac.id/index.php/JSP/article/view/14
Febrina, E., & Mukhidin. (2019). Metakognitif sebagai Keterampilan Berfikir Tingkat Tinggi pada Pembelajaran Abad 21. Edusentris: Jurnal Ilmu Pendidikan Dan Pengajaran, 6(1), 25–32. https://doi.org/10.17509/EDUSENTRIS.V6I1.451
Hayati, W. I., Utaya, S., & Astina, K. (2016). Efektivitas Student Worksheet Berbasis Project Based Learning Dalam Menumbuhkan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Geografi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(3), 468–474. https://doi.org/10.17977/JP.V1I3.6174
Henschke, J. A. (2011). Considerations Regarding the Future of Andragogy. Adult Learning, 22(1), 34–37. https://doi.org/10.1177/104515951102200109
Hsu, C. C., & Wang, T. I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers and Education, 121, 73–88. https://doi.org/10.1016/j.compedu.2018.02.002
Iskandar, S. M. (2014). Pendekatan Keterampilan Metakognitif dalam Pembelajaran Sains di Kelas. ERUDIO, 2(2), 13–20. https://erudio.ub.ac.id/index.php/erudio/article/view/151
Jiang, Y., Ma, L., & Gao, L. (2016). Assessing teachers’ metacognition in teaching: The Teacher Metacognition Inventory. Teaching and Teacher Education, 59, 403–413. https://doi.org/10.1016/j.tate.2016.07.014
Permendikbud No. 49 Tahun 2014 tentang Standar Nasional Pendidikan Tinggi, (2014).
Koriat, A., Ma'ayan, H., & Nussinson, R. (2006). The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behaviour. Journal of Experimental Psychology: General, 135(1), 36–69. https://doi.org/10.1037/0096-3445.135.1.36
Loeng, S. (2018). Various ways of understanding the concept of andragogy. In Cogent Education (Vol. 5, Issue 1, pp. 1–15). Taylor and Francis Ltd. https://doi.org/10.1080/2331186X.2018.1496643
Maqsud, M. (1997). Effects of metacognitive skills and nonverbal ability on academic achievement of high school pupils. Educational Psychology, 17(4), 387–397. https://doi.org/10.1080/0144341970170402
Maryani, I., Putri, D. R., Urbayatun, S., Suyatno, & Bhakti, C. P. (2020). Metacognition and integrated-project based learning (I-PjBL) in elementary schools. Universal Journal of Educational Research, 8(3), 1046–1054. https://doi.org/10.13189/ujer.2020.080339
Masino, S., & Niño-Zarazúa, M. (2016). What works to improve the quality of student learning in developing countries? International Journal of Educational Development, 48, 53–65. https://doi.org/10.1016/j.ijedudev.2015.11.012
Memnun, D. S., Akkaya, R., & Hacıomeroglu, G. (2012). The Effect Of Prospective Teachers Problem Solving Beliefs On Self-Efficacy Beliefs About Mathematical Literacy. Journal of College Teaching & Learning (TLC), 9(4), 289–298. https://doi.org/10.19030/tlc.v9i4.7299
Naimnule, L., & Corebima, A. D. (2018). The Correlation between Metacognitive Skills and Critical Thinking Skills toward Students’ Process Skills in Biology Learning. Journal of Pedagogical Research, 2(2), 122–134.
Oxman, S., & Wong, W. (2014). White Paper: Adaptive Learning System. http://kenanaonline.com/files/0100/100321/DVx_Adaptive_Learning_White_Paper.pdf
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Putri Sepdikasari Dirgantoro, K. (2018). Pendekatan Keterampilan Metakognitif dalam Pembelajaran Matematika. M A T H L I N E : Jurnal Matematika Dan Pendidikan Matematika, 3(1), 1–10. https://doi.org/10.31943/mathline.v3i1.78
Saputri, W. (2017). Keterampilan Metakognitif Mahasiswa Calon Guru dan Hubungannya dengan Pola Pembelajaran Dosen . Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 1(2), 113–121. http://jurnal.um-palembang.ac.id/index.php/dikbio
Schraw, G, & Dennison, R. S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19, 460–475.
Schraw, Gregory, Olafson, L., Weibel, M., & Sewing, D. (2012). Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program (pp. 57–77). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2132-6_4
Skinner, A., Blum, N., & Bourn, D. (2013). Development Education and Education in International Development Policy: Raising Quality through Critical Pedagogy and Global Skills. Http://Journals.Openedition.Org/Poldev, 4.3. https://doi.org/10.4000/POLDEV.1654
Smith, K. E., & Hudson, J. L. (2013). Metacognitive Beliefs and Processes in Clinical Anxiety in Children. Journal of Clinical Child and Adolescent Psychology, 42(5), 590–602. https://doi.org/10.1080/15374416.2012.755925
Sukmadinata, N. S. (2017). Metode Penelitian Pendidikan. Rosdakarya Remaja.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. In Metacognition and Learning (Vol. 1, Issue 1, pp. 3–14). Springer. https://doi.org/10.1007/s11409-006-6893-0
Zhao, N., Wardeska, J. G., McGuire, S. Y., & Cook, E. (2014). Metacognition: An Effective Tool to Promote Success in College Science Learning. Journal of College Science Teaching, 43(4), 48–54. https://www.jstor.org/stable/43632012?casa_token=v6czj13A9KAAAAAA%3ABbpyXnSzLKCWqkVwB7X6ZqMtdyog6G4fNnEbV_Etb_hDTsMRcEz0EOscRy8nlDPjqpE2t9RIfTIY2APnYSBMksiLIuNWGD9quuTQU-fi3U-ucKp14oc&seq=1#metadata_info_tab_contents
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51
Amin, A. M., Corebima, A. D., Zubaidah, S., & Mahanal, S. (2020). European Journal of Educational Research The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures. Effect. European Journal of Educational Research, 9(1), 143–163. https://doi.org/10.12973/eu-jer.9.1.143
Black, S. A., & Schwartz, A. J. (2015). Learning: Behavior Grounded in Experiences. In Anesthesiology (Vol. 123, Issue 1, pp. 10–11). Lippincott Williams and Wilkins. https://doi.org/10.1097/ALN.0000000000000700
Blakey, E., & Spence, S. (1990). Developing metacognition. RIC Clearinghouse on Information Resources.
Carpenter-Aeby, T., & Aeby Victor G. (2013). Application of Andragogy to Instruction in an MSW Practice Class. Journal of Instructional Psychology, 40(1–4), 3–11. https://web.b.ebscohost.com
Chiu, M. M. (2009). From Metacognition To Social Metacognition: Similarities, Differences, and Learning. Journal of Education Research, 3(4), 1–19. https://www.researchgate.net/publication/288305672
Conaway, W. (2009). Andragogy: Does one size fit all? A study to determine Adragogical principles' applicability to adult learners of all ages [Walden University]. https://scholarworks.waldenu.edu/dissertations
Corebima Aloysius, D., Susilo, H., & Zubaidah, S. (2017). Creative Thinking of Low Academic Student Undergoing Search Solve Creates and Share Learning Integrated with Metacognitive Strategy. Article in International Journal of Instruction. https://doi.org/10.12973/iji.2017.10216a
Costillas, J. M. (2016). Eliciting and sustaining critical thinking through brain-based teaching in mathematics. Journal of Educational and Human Resource Development, 4, 50–55.
Demirel, M., Aşkın, İ., & Yağcı, E. (2015). An Investigation of Teacher Candidates’ Metacognitive Skills. Procedia - Social and Behavioral Sciences, 174, 1521–1528. https://doi.org/10.1016/j.sbspro.2015.01.783
DiFrancesca, D., Nietfeld, J. L., & Cao, L. (2016). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228–236. https://doi.org/10.1016/j.lindif.2015.11.010
Efendi, N. (2013). Pengaruh Pembelajaran Reciprocal Teaching Dipadukan Think Pair Share Terhadap Peningkatan Kemampuan Metakognitif Belajar Biologi Siswa SMA Berkemampuan Akademik Berbeda Di Kabupaten Sidoarjo. Jurnal Santiaji Pendidikan, 3(2), 85-109 pp. http://jurnal.unmas.ac.id/index.php/JSP/article/view/14
Febrina, E., & Mukhidin. (2019). Metakognitif sebagai Keterampilan Berfikir Tingkat Tinggi pada Pembelajaran Abad 21. Edusentris: Jurnal Ilmu Pendidikan Dan Pengajaran, 6(1), 25–32. https://doi.org/10.17509/EDUSENTRIS.V6I1.451
Hayati, W. I., Utaya, S., & Astina, K. (2016). Efektivitas Student Worksheet Berbasis Project Based Learning Dalam Menumbuhkan Kemampuan Berpikir Kritis Siswa Pada Mata Pelajaran Geografi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(3), 468–474. https://doi.org/10.17977/JP.V1I3.6174
Henschke, J. A. (2011). Considerations Regarding the Future of Andragogy. Adult Learning, 22(1), 34–37. https://doi.org/10.1177/104515951102200109
Hsu, C. C., & Wang, T. I. (2018). Applying game mechanics and student-generated questions to an online puzzle-based game learning system to promote algorithmic thinking skills. Computers and Education, 121, 73–88. https://doi.org/10.1016/j.compedu.2018.02.002
Iskandar, S. M. (2014). Pendekatan Keterampilan Metakognitif dalam Pembelajaran Sains di Kelas. ERUDIO, 2(2), 13–20. https://erudio.ub.ac.id/index.php/erudio/article/view/151
Jiang, Y., Ma, L., & Gao, L. (2016). Assessing teachers’ metacognition in teaching: The Teacher Metacognition Inventory. Teaching and Teacher Education, 59, 403–413. https://doi.org/10.1016/j.tate.2016.07.014
Permendikbud No. 49 Tahun 2014 tentang Standar Nasional Pendidikan Tinggi, (2014).
Koriat, A., Ma'ayan, H., & Nussinson, R. (2006). The intricate relationships between monitoring and control in metacognition: Lessons for the cause-and-effect relation between subjective experience and behaviour. Journal of Experimental Psychology: General, 135(1), 36–69. https://doi.org/10.1037/0096-3445.135.1.36
Loeng, S. (2018). Various ways of understanding the concept of andragogy. In Cogent Education (Vol. 5, Issue 1, pp. 1–15). Taylor and Francis Ltd. https://doi.org/10.1080/2331186X.2018.1496643
Maqsud, M. (1997). Effects of metacognitive skills and nonverbal ability on academic achievement of high school pupils. Educational Psychology, 17(4), 387–397. https://doi.org/10.1080/0144341970170402
Maryani, I., Putri, D. R., Urbayatun, S., Suyatno, & Bhakti, C. P. (2020). Metacognition and integrated-project based learning (I-PjBL) in elementary schools. Universal Journal of Educational Research, 8(3), 1046–1054. https://doi.org/10.13189/ujer.2020.080339
Masino, S., & Niño-Zarazúa, M. (2016). What works to improve the quality of student learning in developing countries? International Journal of Educational Development, 48, 53–65. https://doi.org/10.1016/j.ijedudev.2015.11.012
Memnun, D. S., Akkaya, R., & Hacıomeroglu, G. (2012). The Effect Of Prospective Teachers Problem Solving Beliefs On Self-Efficacy Beliefs About Mathematical Literacy. Journal of College Teaching & Learning (TLC), 9(4), 289–298. https://doi.org/10.19030/tlc.v9i4.7299
Naimnule, L., & Corebima, A. D. (2018). The Correlation between Metacognitive Skills and Critical Thinking Skills toward Students’ Process Skills in Biology Learning. Journal of Pedagogical Research, 2(2), 122–134.
Oxman, S., & Wong, W. (2014). White Paper: Adaptive Learning System. http://kenanaonline.com/files/0100/100321/DVx_Adaptive_Learning_White_Paper.pdf
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
Putri Sepdikasari Dirgantoro, K. (2018). Pendekatan Keterampilan Metakognitif dalam Pembelajaran Matematika. M A T H L I N E : Jurnal Matematika Dan Pendidikan Matematika, 3(1), 1–10. https://doi.org/10.31943/mathline.v3i1.78
Saputri, W. (2017). Keterampilan Metakognitif Mahasiswa Calon Guru dan Hubungannya dengan Pola Pembelajaran Dosen . Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 1(2), 113–121. http://jurnal.um-palembang.ac.id/index.php/dikbio
Schraw, G, & Dennison, R. S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19, 460–475.
Schraw, Gregory, Olafson, L., Weibel, M., & Sewing, D. (2012). Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program (pp. 57–77). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2132-6_4
Skinner, A., Blum, N., & Bourn, D. (2013). Development Education and Education in International Development Policy: Raising Quality through Critical Pedagogy and Global Skills. Http://Journals.Openedition.Org/Poldev, 4.3. https://doi.org/10.4000/POLDEV.1654
Smith, K. E., & Hudson, J. L. (2013). Metacognitive Beliefs and Processes in Clinical Anxiety in Children. Journal of Clinical Child and Adolescent Psychology, 42(5), 590–602. https://doi.org/10.1080/15374416.2012.755925
Sukmadinata, N. S. (2017). Metode Penelitian Pendidikan. Rosdakarya Remaja.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. In Metacognition and Learning (Vol. 1, Issue 1, pp. 3–14). Springer. https://doi.org/10.1007/s11409-006-6893-0
Zhao, N., Wardeska, J. G., McGuire, S. Y., & Cook, E. (2014). Metacognition: An Effective Tool to Promote Success in College Science Learning. Journal of College Science Teaching, 43(4), 48–54. https://www.jstor.org/stable/43632012?casa_token=v6czj13A9KAAAAAA%3ABbpyXnSzLKCWqkVwB7X6ZqMtdyog6G4fNnEbV_Etb_hDTsMRcEz0EOscRy8nlDPjqpE2t9RIfTIY2APnYSBMksiLIuNWGD9quuTQU-fi3U-ucKp14oc&seq=1#metadata_info_tab_contents
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational Psychology, 82(1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51
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2021-05-20
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Maryani, I., Alhakim, M. A., & Gestiardi, R. (2021). THE STUDENT’S METACOGNITIVE SKILLS OF PROSPECTIVE PRIMARY SCHOOL TEACHERS. International Journal of Educational Management and Innovation, 2(2), 199–212. https://doi.org/10.12928/ijemi.v2i2.3432
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