Metacognitive knowledge about problem-solving methods (original) (raw)
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Hungarian Educational Research Journal, 2016
Understanding and solution of science problems, advanced-level mastering of science knowledge and methods cannot take place without this ability. However, research has suggested that in recent years students starting their BSc in science do not possess the necessary level of this skill (Radnóti, 2010). Finding the reasons is a multi-faceted and complex task. This study describes an investigation whose purpose was to explore the interrelationships between problem-solving and metacognition. The investigation involving 156 students entering BSc education in biology at the University of Debrecen was carried out in autumn 2014. Problem-solving was measured using a series of tasks on biology and general, everyday life topics while metacognition related to problem-solving was assessed using the MCAI (Metacognitive Assessment Inventory) standard devised by Cooper and Urena (2009). To establish correlations, students were grouped into clusters based on their results in the two tests, which allowed us to perform a more detailed and more thorough analysis. The study presents the results for the various clusters and the conclusions that could be drawn from them.
This research aims to develop a valid teaching instrument. The developed teaching instruments oriented problem solving to train students' metacognitive skills at acid base titration topic. The specifications of instruments included the syllabus, lesson plans, student worksheets, and tests. The problem-solving model have four steps. The steps as followed understand the problem, devise a plan, carry out the plan, and look back. The indicators metacognitive skills namely planning, monitoring, and evaluating. Research design of teaching instruments used Research and Development design (R&D) from Sukmadinata. Validation data were obtained from experts assessment used validity instrument. The data were analysed using Likert scale. Based on the expert assessment, the teaching instruments were developed valid, reliable and can be used in learning with little revision. T. K. Ngang, S. Nair, and B. Prachack, “Developing Instruments to Measure Thinking Skills and Problem Solving Skills among Malaysian Primary School Pupils,” Procedia Social and Behavioral Science, vol. 116, pp 3760 – 3764, 2014 [2] R. Pulmones, “Learning Chemistry in a Metacognitive Environment,” The Asia Pacific-Education Research, vol. 16:2, pp 165 - 183, 2007 [3] M. Cooper and S. Sandi-Urena, “Design and validation of an instrument to assess metacognitive skillfulness in chemistry problem solving,” Research: Science and Education, Journal of chemical Education, vol. 86:2, pp 240 – 245, 2009 [4] G. Schraw and D. Moshman, “Methacognitive Theories,” Educational Phsychology Review, vol. 7:4, pp 351 – 371, 1995 [5] T. Gok, “The General Assessment Of Problem Solving Processes And Metacognitive In Physics Education,” Eurasian Journal of Physics and Chemistry Education, vol. 2:2, pp 110 – 122, 2010 [6] G. Polya, “How To Solve It,” New Jersey: Princenon University Press, 1973 [7] J. Dostal, “ Theory of Problem Solving,” Procedia Social and Behavioral Science, vol. 174, pp 2798 – 2805, 2015 [8] King, Goodson, and Rohani, “High order Thinking Skills,” The Center for Advancement of Learning and Assessment, pp 7-117, 2013 [9] M Ibrahim, “Pengembangan Perangkat Pembelajaran (Pelatihan Terintegrasi Berbasis Kompetensi Guru Mata Pelajaran Biologi),” Jakarta : Depdiknas, 2003 [10] T. Plomp and N. Nieveen, “An Introduction to Educational Research,” Netherlands : SLO, 2010 [11] G. Borich, “Observation Skill for Effective Teaching,” New York : Mac Millan Publishing Company, 1994 [12] Depdiknas, “Panduan Pengembangan Bahan Ajar,” Jakarta : Depdiknas, 2008 [13] R. Arthur, “Achievement of The Civil Engineering Evaluation Program,” American Journal of Educational Research, vol. 3:8, pp 946 – 967, 2015 [14] J. Surif, N. H. Ibrahim, and M. Mokhtar, “Conceptual and Procedural Knowledge in Problem Solving,” Procedia Social and Behavioral Science, vol. 56, pp 416 – 425, 2012 [15] S. Imel, “Metacognitive skills for adult learning,” ERIC Publication no. 39, 2002 [16] M. Tuncer and F. Kaysi, “The Development of Metacognitive Thinking Skills Scale,” International Journal of Learning & Development, vol. 3:2, pp 70 – 76, 2013 [17] R. Chang and J. Overby, “ General Chemistry: The Essential Concepts,” New York : Mc Graw Hill, 2011 Advances in Engineering Research, volume 171 132 [18] Mendikbud, “Permendikbud No 22 Tahun 2016 tentang Standar Penilaian Pendidikan,” Jakarta : Kemendikbud, 2016 [19] R. L Arends, “Learning to Teach,” New York : Mc Graw Hill, 2009
Improving The Problem Solving Skill Through Metacognitive Strategies Assisted by Student Worksheets
Journal of Educational Science and Technology (EST), 2019
This study aims to investigate the effectiveness of metacognitive learning strategy assisted by student worksheets based on troubleshooting even though only for a short amount of time to develop students' physics problem solving abilities. This research design using quasi-experiment design. The study population was students of class XI MAN Yogyakarta 1 with two sample classes totaling 53 people taken through cluster random sampling techniques. Collecting research data through study documentation, observation, and tests. Analysis of research data using descriptive analysis techniques and quantitative analysis (independent sample t-test). This study shows the results that the application of metacognition learning strategy assisted by student worksheets based on troubleshooting in a relatively short period of time is not effective to produce physics problem solving abilities.