The Development of Metacognitive Models to Support Students' Autonomous Learning: Lessons from Indonesian Primary Schools (original) (raw)
Related papers
The activation of learners' metacognition to promote learning autonomy of good language learners
Pegem Journal of Education and Instruction, 2021
During the COVID-19 pandemic, the mode of teaching and learning shifted from mostly offline into the online process. In online learning, interaction and engagement are limited. Thus, it is urgent to prepare students to become autonomous. The activation of students' metacognition is one aspect assumed to be crucial in their learning autonomy. So, this research aimed to describe the relationship between the learning autonomy of good language learners and the activation of their metacognition. This article employed a case study of qualitative design. Thirty participants categorized as autonomous language learners were chosen purposively. They are categorized as autonomous good language learners since they meet the five criteria of autonomous learners by Holec (1981). The data were analyzed through contextual coding. The result shows that 92% of the participant has activated their metacognition. Meanwhile, 8% of participants become autonomous learners without activating their metacognition. This 8% of participants fulfill two of them: orchestrating learning strategies and evaluating learning. Thus, it can be assumed that the activation of metacognition relates to the learning autonomy implemented by good language learners. However, it is not a decisive factor. It needs further study to analyze other learner intrinsic behaviors that probably influence the learning autonomy of good language learners, such as learners' anxiety, motivation, and self-esteem.
Metacognitive Aspects in Indonesian Learning in Senior High Schools in Jember
2021
Metacognition is important in learning since it is a higher order thinking process. Metacognition emphasizes on the students’ autonomy to determine the learning process which is right for them. Th is research was conducted on tenth grade class students in Jem ber. Research on three students was collected through interview s and observation s . The research result was obtained in three parts, procedural, declarative, and conditional knowledge in each variable. The variables consist of self, task, and strategy. The results showed that the three metacognitive knowledge were closely related to the student learning process. The highest level in the learning process is procedural knowledge, then declarative and conditional knowledge .
Vision: Journal for Language and Foreign Language Learning
Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensi...
Metacognitive ability and autonomous learning strategy in improving learning outcomes
Journal of Education and Learning (EduLearn)
The purpose of this study is to analyze the relationship between metacognitive ability and learning autonomy as a strategy for improving student learning outcomes. Metacognition has a major contribution to the success of learners because it is mainly concerned with the process of thinking. For this reason, the classroom environment must be designed to allow learners the opportunity to autonomously determine their learning strategies. Autonomous learning itself has a close relationship with the ability of learners to express, be more creative, have self-esteem, and understand conceptual learning that is more challenging. The method used in this research is the descriptive correlational method, with a sample of 30 students from the Department of Language and Arts. The research sample was students from the first semester of 2018/2019, who were chosen randomly. Data were collected through questionnaires and tests. The results showed that there was a significant correlation between metac...
A Portrait of Learner’s Autonomy Through Metacognitive Strategy on Reading Comprehension
Vision: Journal of Language and Foreign Language Learning, 2018
Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensions. The data from these data collection methods were triangulated. This research has the flexibility to be conducted in any institution where the 2013 curriculum is implemented. SMP N 32 Semarang was chosen for this reason. Based on the research, the learners are autonomous, they are active, aware, responsible, and able to take control of their learning in all metacognitive strategy processes (planning, monitoring, problem-solving and evaluating), yet they are not completely free from teacher’s guidance, they need it in making a plan, monitoring, solving problem, and evaluating their learning.
The Role of Metacognitive Strategies Training in Teaching English in Indonesian Efl Classrooms
2021
This article aims to explore the roles of metacognitive strategies training in teaching English, especially as a foreign language as it is learnt in Indonesia. Teacher should teach the students in order to help the students to understand the materials in both form of concepts and methods. In order to teach the students well, the teacher must construct and teach an appropriate learning strategies, choose appropriate media, and develop positive atmosphere of teaching and learning process. Thus, it is important to develop students learning strategies to be independent in their learning. The students must improve themselves in learning. They have to be creative manage their learning to control what they are learn and what they are going to learn. Therefore, it is necessary to find out effective learning strategies to overcome those problems. The solution is by providing the effective strategies for teaching Learning Process that is metacognitive strategy. Based on Oxford (1990), metacog...
2014
No pain, no gain Trying is a part of failing. If you are afraid to fail then you are afraid to try DEDICATION My beloved father, Syaifullah, and my beloved mother, Erwani, thank you for all your prayers My dear sisters, Esy Yulita, Silvia Reni, and Dita Oktaviani, thank you for all of your supports and advices My best friends, Agung Maldi Saputra, S.H., M. Amdiansyah, S.Pd., thank you for all time we spend together All my friends in English Education Study Program, thank you for all of your supports and cheers Special beloved, Tharadiva Fatria S.Pd., thank you for everything, may God bless you a good life and a bright future vi ABSTRACT Hidayat, Ade. 2014. Students' Metacognitive Strategies in Learning English (A Descriptive Study at Second Year Students of SMAN 5 Kota Bengkulu). The objective of this research was to find out the most dominant metacognitive strategy in learning English and the most preferred aspects of each metacognitive strategies applied by second year students of SMAN 5 Kota Bengkulu. It employed a descriptive quantitative method. The population of this research was 203 students with 50 of the students were used as sample of the research. The data were collected in two ways: distributing a set of questionnaire items and interviewing 10% of the samples. The research found that students" proportions in metacognitive strategy were: 34.74% in strategy in planning learning activities and behaviors; 32.10% in strategy in monitoring the learning process; and 33.16% in strategy in evaluating the learning that have been occurred. Based on the result, all metacognitive aspect was in "moderate" predicate. The mean scores of each strategy are: planning 3.32 in which the most preferred aspect was ability analysis; monitoring 3.07 in which the most preferred aspect was watching their friends" activities to help them decide what to do; and evaluating 3.17 in which the most preferred aspect was appraisal. From the result, it can be concluded that students used metacognitive strategy in proportional way. However, the most dominant strategy in metacognitive strategy that the students used was strategy in planning the learning activities and behaviors.
Ciencia latina, 2023
Metacognition, or the ability to reflect on one's own learning processes, has been identified as a key factor in improving academic achievement. In recent years, educators and researchers have been exploring ways to develop metacognitive skills in students to improve their learning outcomes. This study aimed to explore the perception of university students regarding the use of metacognition as a way to improve their learning process. The study was conducted among 200 undergraduate students from a public university in Babahoyo. The participants were asked to complete a questionnaire that assessed their metacognitive awareness and perceptions of using metacognition to improve learning. The results indicated that the majority of the students had a moderate level of metacognitive awareness, with a positive attitude towards the use of metacognition in learning. The study also found that students who had a higher level of metacognitive awareness were more likely to use metacognitive strategies such as planning, monitoring, and evaluating their learning process. These findings suggest that developing metacognitive skills can lead to better learning outcomes for university students. In conclusion, this study highlights the importance of developing metacognitive skills in university students to improve their learning process. The findings suggest that students who have a higher level of metacognitive awareness are more likely to use metacognitive strategies, which can ultimately lead to better academic achievement. Educators should therefore incorporate metacognitive training into their teaching practices to enhance their students' learning experience.
The Seall Journal, 2020
The purpose of this reseach was to analyze the lecturers' metacognitive learning strategies in teaching English for young learner at English Education Program of Muhammadiyah University of Bengkulu Academic year 2018/2019. The designof the research used descriptive qualitative method. The objects of this research were 60 students with open questionnaire. The instrument was check list form about metacognitive strategies skills by Anderson and Krathwohl. The researcher found that although not fully applied, with this metacognitive strategy students are more independent in learning and lecturers do not provide material repeatedly. The lecturers should consider several teaching strategies, especially metacognitive strategies.
Development of Metacognitive Strategic Programme for Secondary School Students
English Language as a very important subject in schools especially in the Secondary level as it is the lingua franca binding the nation and being the window to the world. However, the standard of achievement in the subject amongst the students remains to be poor. It is hoped that by introducing a concept like metacognition will help to enhance students' achievement in English Language acquisition in schools. NEP 2020 ,in its introduction talks about 'learning how to learn' which is the essence of Metacognition. The Researcher has used multimethod for the study and the result and conclusions proved the program to be effective.