The Development Of Metacognitive Skills Of Problem Solving In 7.5-8 Year-Old Children

2018 ◽  
Author(s):  
Anatoly Zak
Keyword(s):  
Problem Solving ◽  
Metacognitive Skills

scholarly journals PENERAPAN MAGANG KOGNITIF (COGNITIVE APPRENTICESHIP) UNTUK MENGAJARKAN KETERAMPILAN METAKOGNITIF DAN HASIL BELAJAR KOGNITIF SISWA

2017 ◽  
Vol 2 (2) ◽  
pp. 212
Author(s):  
Dian Anisa Rokhmah Wati ◽  
Tukiran Tukiran ◽  
Muslimin Ibrahim
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Cognitive Learning ◽  
Cognitive Apprenticeship ◽  
Reciprocal Teaching ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Static Group ◽  
Cognitive Learning Outcomes

The main aim of this research are to describe (1) cognitive learning outcomes of students who were taught using the cognitive apprenticeship using reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), and schoenfeld problem solving (SPS) strategies and (2) metacognitive skill level of students who are taught using the cognitive apprenticeship with RT, SB, and SPS strategies. This type of research is experimental research using the static group pretest-posttest design consisting of three classes of experiments with different treatments. Research subjects are students of XI IPA 2 SMA Darul Ulum Unggulan BPPT Jombang by the number of each class of experiments is 22 students. Instruments used are in the form of test and questionnaire. Students' cognitive learning outcomes data obtained will be analyzed with one way ANOVA using SPSS 19 and questionnaire data will be described.The result of data analysis revealed that Ho is rejected and Hi is accepted. It means that there was differences in cognitive learning outcomes of students who were taught using the cognitive apprenticeship with RT, SB, and SPS strategies. Metacognitive skill level of individual students experiencing increased tendency for RT, SB, and SPS class, while the average grade of students' metacognitive skills is in grade 3, developing grade for RT and SB class, while grade of students' metacognitive skills is in grade 4, ok grage for SPS class. It can be concluded that the cognitive apprenticeship learning with SPS strategy can be used to teach metacognitive skills with more scaffolding and advised to use RT and SB strategies for suitable characteristics topic (reading and writing)Tujuan utama penelitian ini adalah untuk mendeskripsikan (1) Hasil belajar kognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), dan schoenfeld problem solving (SPS), (2) Tingkat keterampilan metakognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Jenis penelitian yang dilakukan adalah experimental research menggunakan static group pretest- postest design yang terdiri dari tiga kelas eksperimen dengan perlakuan yang berbeda-beda. Subjek penelitian yaitu siswa kelas XI IPA SMA Darul Ulum 2 Unggulan BPPT Jombang dengan jumlah masing-masing kelas eksperimen adalah 22 siswa. Instrumen yang digunakan berupa soal tes dan angket. Data hasil belajar kognitif siswa yang diperoleh akan dianalisis dengan anava satu jalur menggunakan SPSS 19 dan data angket akan dideskripsikan. Hasil analisis data menunjukkan terdapat perbedaan hasil belajar kognitif siswa yang diajar menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Tingkat keterampilan metakognitif siswa secara individual mengalami kecendrungan meningkat untuk kelas RT, SB, dan SPS, sedangkan secara rata - rata kelas tingkat keterampilan metakognitif siswa berada pada tingkat 3 yaitu tingkat developing untuk kelas RT, dan SB, sedangkan untuk kelas SPS berada pada tingkat 4 yaitu tingkat ok. Disimpulkan bahwa pembelajaran magang kognitif dengan strategi SPS dapat digunakan untuk mengajarkan keterampilan metakognitif, dengan pendampingan yang lebih maksimal dan disarankan untuk menerapkan strategi RT dan SB pada topik yang memiliki karakteristik yang sesuai yaitu membaca dan menulis

scholarly journals METACOGNITIVE SKILLS ANALYSIS OF STUDENTS IN INTEGRAL CALCULUS PROBLEM SOLVING

2021 ◽  
Vol 12 (2) ◽  
pp. 170
Author(s):  
Nurina Kurniasari Rahmawati ◽  
S B Waluya ◽  
Rochmad Rochmad ◽  
Isti Hidayah
Keyword(s):  
Problem Solving ◽  
Research Method ◽  
Sampling Technique ◽  
Monitoring And Evaluation ◽  
Observation Data ◽  
Metacognitive Skills ◽  
Integral Calculus ◽  
Evaluation Stage ◽  
Three Stages ◽  
Academic Year

This study aims to describe the profile of students' metacognitive skills in solving integral calculus problems seen from the aspects of planning, monitoring and evaluation metacognitive skills. The research method used is descriptive qualitative research methods. The subjects in this study were 3rd semester students who had taken courses or were taking calculus II courses for the 2020/2021 academic year which were carried out using purposive sampling technique. In this study, the instrument used was a test to measure the ability in solving integral calculus problems in the form of essay questions, unstructured interview guidelines, documentation and observation. Data were analyzed in three stages, namely reduction, presentation, and conclusion or verification. The results in this study were students with high problem solving abilities had met the indicators of metacognitive skills, namely the planning, monitoring and evaluation stages. Students with moderate problem-solving abilities have only reached indicators of metacognitive skills, namely the planning and monitoring stages, but have not reached the evaluation stage, while students with low problem-solving abilities have not measured metacognitive skills indicators both at the planning, monitoring and evaluation stages. So that students with high problem solving abilities are more likely to have good metacognitive skills, because students with high problem solving abilities are well organized from planning, monitoring to the evaluation stage.

scholarly journals Developing science students’ metacognitive problem solving skills online

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Rowan W. Hollingworth ◽  
Catherine McLoughlin
Keyword(s):  
Problem Solving ◽  
New England ◽  
Design Guidelines ◽  
First Year ◽  
Online Environment ◽  
Metacognitive Skills ◽  
Science Students ◽  
Problem Solving Skills ◽  
Structured Problems ◽  
Reflective Skills

<span>Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.</span>

scholarly journals Improving Novice Students’ Computational Thinking Skills by Problem-Solving and Metacognitive Techniques

2021 ◽  
Vol 20 (6) ◽  
pp. 88-108
Author(s):  
Nor Hasbiah Ubaidullah ◽  
Zulkifley Mohamed ◽  
Jamilah Hamid ◽  
Suliana Sulaiman ◽  
Rahmah Lob Yussof
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Metacognitive Skills ◽  
Thinking Skill ◽  
Novice Students ◽  
Programming Courses

Admittedly, the teaching and learning of programming courses in the computer science and information technology programs have been extremely challenging. Currently, most instructors depend on either the problem-solving technique or the metacognitive technique to help students develop a range of cognitive skills, including metacognitive skills, which are important in the development of a strong computational thinking skill required for 21st-century learning. Studies focusing on the practices of instructors in using both techniques are scarce, thus motivating the researchers to carry out this study. This study was based on a qualitative approach involving a case-study design in which five (5) male and five (5) female instructors were selected from 10 pre-university centers in Malaysia as the respondents and participants in an intervention program. The research instruments used were an interview checklist and intervention guidelines. As anticipated, the findings showed that the activities of each technique could only help students develop certain sub-skills of the computational thinking skill, thus underscoring the need for instructors to integrate both techniques in their teaching practices. Thus, it could be reasoned that using either the metacognitive technique or the problem-solving technique alone would not be sufficient to help students develop strong computational thinking skills, as each technique has its strengths and weaknesses. Therefore, it becomes imperative for instructors to leverage the strengths of both techniques by integrating both of them in the teaching and learning of programming courses.

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

Hyperbook Features Supporting Active Reading Skills

2006 ◽  
pp. 156-174 ◽  
Author(s):  
Tom Murray
Keyword(s):  
Problem Solving ◽  
Text Comprehension ◽  
Reading Skills ◽  
Web Server ◽  
Reference Book ◽  
Metacognitive Skills ◽  
Active Reading ◽  
Advanced Readers ◽  
High Level ◽  
Domain Independent

MetaLinks is a domain independent authoring tool and web server for adaptive textbooks (“hyperbooks”) that supports active reading. We show how cognitive and educational research and theory from the areas of text comprehension and active reading strategies can be applied to hyperbooks. Adaptivity and other MetaLinks features allow us to create a single hyperbook that serves multiple purposes. A MetaLinks hyperbook can serve as textbook and reference book; can be equally appropriate for novice and advanced readers, and can be coherently read from a number of thematic perspectives. “Active reading/learning” refers to a set of high level reading, searching, problem solving, and metacognitive skills. We describe the MetaLinks system and how its features support a number of behavioral, cognitive, and metacognitive active reading skills.

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