Article Per Year (5 Year)
p-Index From 2021 - 2026
2.195
P-Index
This Author published in this journals
All Journal Transformasi: Jurnal Pengabdian Masyarakat SOSIOLOGI NUSANTARA Hasanuddin Journal of Sociology (HJS). Journal Publicuho Pinisi Journal of Social Science Neo Societal Open Access DRIVERset AL-MAIYYAH: Media Transformasi Gender dalam Paradigma Sosial Keagamaan
Atma Ras
Universitas Hasanuddin
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
Developing Independent Learners through Metacognitive Self-Assessment Strategies in Anthropology Education Based on Outcome-Based Education Dimas Ario Sumilih; Atma Ras
Pinisi Journal of Social Science Vol 4, No 3 (2026): Januari
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pjss.v4i3.86090

Abstract

This article discusses the development of independent learners through metacognitive self-assessment strategies in anthropology education based on Outcome-Based Education at the Department of Anthropology, Faculty of Social Sciences and Law, Makassar State University. This study is motivated by the need for anthropology education that not only emphasises mastery of concepts regarding humans, culture, society, identity, and social change, but also requires students to be able to consciously plan, monitor, assess, and improve their learning processes. The method used is a conceptual study employing a contextual literature review approach, examining literature on metacognition, self-evaluation, independent learning, formative assessment, anthropology education, and the principles of Outcome-Based Education. The results of the study indicate that metacognitive self-evaluation can be integrated through reflective rubrics, learning journals, self-assessment, guiding questions, and formative feedback to strengthen the relationship between learning outcomes, classroom activities, assessment, and evidence of student competence. This strategy contributes to shaping anthropology students who are reflective, critical, responsible, and capable of applying anthropological knowledge analytically to understand socio-cultural realities.
Co-Authors Andi Ahmad Hasan Tenriliwang Andi Haris Andi Haris Andi Muhammad Arif Haris Andi Nurlela Andi Yusuf Habibie Arsyad Genda Buchari Mengge Dimas Ario Sumilih Hariashari Rahim Hariashari Rahim Hasbi Lestari, Arini Enar Mansyur Radjab Mario Mario Muhammad Rifki Pratama Musrayani Usman Nuvida Raf Nuvida Raf Ridwan Syam Ridwan Syam Sakaria To Anwar Sultan Syahrul Ramadhan