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All Journal SEAQIS Journal of Science Education
Benny Yodi Sawuwu
SMA Katolik Santu Petrus Pontianak
Chemistry Education Environmental Science Physics

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The Metacognitive Strategy of Chemistry Teacher Candidates in Chemistry Reading Activity Benny Yodi Sawuwu
SEAQIS Journal of Science Education Vol. 1 No. 02 (2021): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1039.641 KB)

Abstract

This qualitative study was conducted to explore the metacognitive strategy of chemistry teacher candidates in reading activities of a chemical article. There were 15 female chemistry teacher candidates voluntarily on this research from a public university. A chemical article that fulfilled some characteristics was used to stimulate the metacognitive activity, and 25 open-ended questions were posed for self-interviewing to reveal the metacognitive aspects. A think-aloud protocol was conducted during the reading activity. All reading activities were recorded and transcripted. Transcription of the think-aloud activity was considered to the reading rate to classify the think-aloud style into less think-aloud, formal think-aloud, and critical think-aloud. The reading pattern and data from self-interview showed that these three styles of think-aloud had different strategies on chemistry reading activity. The planning and evaluating activity determined the strategy chosen on reading. The monitoring activity was contributed by terms and chemical representatives used on the article.
Patterns of Metacognitive Levels in Chemistry Problem-posing Benny Yodi Sawuwu
SEAQIS Journal of Science Education Vol. 4 No. 1 (2024): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58249/sjse.v4i1.82

Abstract

This study aims to describe the patterns of metacognitive levels in chemistry problem-posing activity of 76 undergraduate students from the Chemistry Education Department of Yogyakarta State University. Chemistry articles used in this investigation and the chemistry problems were classified based on the taxonomy of chemistry problem-posing skills where problems were later classified into seven metacognitive levels. Semiotic analysis was conducted to find the meaning of the signs found in the chemistry problems. This data analysis used and modified the three steps of the semiotic analysis with a phenomenological reduction method. Chemistry problem-posing in this current study shows the flow of the formulation for each problem. The input aspect for the formulation determines the process and the output result. The seven patterns are sorted into four participant types in submitting the chemistry problems: planning error (for poor, fair, and low intermediate level), evaluation error (for intermediate level), the imbalance metacognitive (for high intermediate and excellent level), and balance metacognitive (for outstanding level). The higher the level, the more complex and multiperspective determinations used for arranging a chemistry problem.
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