Metacognitive Awareness Profile of Students in Indonesia: Initial Study on the Development of Biology Learning Models to Support Improvement of Metacognitive Skills

Natalia Rosa Keliat, Herawati Susilo, Utami Sri Hastuti, Ibrohim

Abstract

The research is a preliminary study aiming to analyze students’ metacognitive awareness in Salatiga High School, Central Java, Indonesia. The results of this study are used as the basis for creating a learning model that can improve students’ metacognitive skills. Researchers use the MAI (Metacognitive Awareness Instrument) given to 477 students and analyze it using quantitative and qualitative analysis. The results show that students’ knowledge of cognitive strategies, skills, and abilities (declarative knowledge) reach 67.42%, and cognitive regulation of planning components related to the utilization of planning, strategy, design, and resources only reach 67.65%. Simultaneously, their knowledge of using the components of learning strategies (information management strategies), monitoring understanding, and assessment and learning efficiency (evaluation) only reaches 64.44%, 72.9%, and 68.62%, respectively. The analysis of each metacognitive awareness component concludes that students’ metacognitive awareness is still lacking. Therefore, learning strategies and models that can increase awareness and metacognitive skills are needed.

 

 

Keywords: metacognitive awareness, metacognitive knowledge, metacognitive regulation.

 

 


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References


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