Irsan Maulana - Academia.edu (original) (raw)
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Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship, 2017
This research is based on the low of metacognitive ability of the students of grade X of Social H... more This research is based on the low of metacognitive ability of the students of grade X of Social High School of State 11 Bandung. The goal is to know the difference in metacognitive ability seen from activist, reflector, theoretic and pragmatic learning styles. This research method is explanatory survey with descriptive technique and quantitative data analysis. The population of this research is the students of X Grade of Social Science of State Senior High School, the sample is saturated by 176 students. The instrument used to collect data consists of two standardized questionnaires: learning styles using Learning Styles Questionnaire (LSQ) developed by Peter Honey and Alan Mumford, and metacognitive capabilities using the Metacognitive Awareness Inventory (MAI) developed by Schraw and Denninson. Data is processed and analyzed by using different test analysis. The results showed that there were significant differences in metacognitive ability seen from student learning styles, and metacognitive ability in reflective learning style greater than activist, theoretic and pragmatic learning style.
Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship, 2017
This research is based on the low of metacognitive ability of the students of grade X of Social H... more This research is based on the low of metacognitive ability of the students of grade X of Social High School of State 11 Bandung. The goal is to know the difference in metacognitive ability seen from activist, reflector, theoretic and pragmatic learning styles. This research method is explanatory survey with descriptive technique and quantitative data analysis. The population of this research is the students of X Grade of Social Science of State Senior High School, the sample is saturated by 176 students. The instrument used to collect data consists of two standardized questionnaires: learning styles using Learning Styles Questionnaire (LSQ) developed by Peter Honey and Alan Mumford, and metacognitive capabilities using the Metacognitive Awareness Inventory (MAI) developed by Schraw and Denninson. Data is processed and analyzed by using different test analysis. The results showed that there were significant differences in metacognitive ability seen from student learning styles, and metacognitive ability in reflective learning style greater than activist, theoretic and pragmatic learning style.