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METACOGNITIVE REGULATION PROFILES AND ITS POTENTIAL IN DEALING WITH COMPLEX ISSUE Ihsan Hijria Putra; Hera Novia; Muslim
International Conference on Education, Science, Technology and Health (ICONESTH) 2024: The 2nd ICONESTH
Publisher : International Conference on Education, Science, Technology and Health (ICONESTH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/iconesth.vi.421

Abstract

In facing increasingly complex global challenges, metacognitive regulation skills are very important. Metacognitive regulation helps a person in solving the problems they face comprehensively because they can regulate their thinking strategies. This study uses a descriptive approach and uses the MAI (Metacognitive Awareness Inventory) instrument adapted from Schraw and Dennison's work. The researcher involved 37 tenth-grade students from a high school in West Java. The study aimed to map and classify metacognitive regulation skills, with special attention to five main aspects and its potential in dealing with complex issue. Data analysis integrated the Likert scale results with the calculation of the average percentage for each aspect. The research findings revealed varied metacognitive regulation achievements: the Planning aspect reached 81%, Information Management Strategies 73%, Comprehension Monitoring 75%, Debugging Strategy 60%, and Evaluation 76% of the maximum score of 100%. This data indicates that students' metacognitive regulation skills still need development. The study results highlight the importance of developing learning steps that are specifically designed to improve students' metacognitive regulation skills, so that they are better prepared to face complex issues in learning.
Mendorong Model Mental dan Keterampilan Pemecahan Masalah melalui Argumentation-Based on Three Levels of Representation (AB3LR) Hazrati Ashel; Ida Hamidah; Sjaeful Anwar; Muslim
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10671

Abstract

Mental models and problem solving skills need to be developed in learning. However, previous study show that students’ mental model and problem-solving skills are not optimal. The solution is to develop an Argumentation Based on Three Levels of Representation (AB3LR) model. This research aims to determine the components, validity, and practicality of the AB3LR model. The method of this study is Design and Development Research (DDR). The instruments used consisted of validation sheets and student response questionnaires. The model was validated by five experts and applied to 19 students taking Statistical Physics courses. The data obtained was analyzed using the Content Validity Ratio (CVR) and Percentage Calculation Method (PCM). The AB3LR model consists of seven stages, namely identifying problems or phenomena, collecting data or information, assimilation and accommodation, presenting tentative arguments, implementing solutions, analyzing and synthesizing the results of discussions, and evaluation. The validation result is 0.99 with a valid category. The AB3LR model is also practical to use with the average percentage is 86.12%. 78.90% and 63.2% students strongly agree that AB3LR model can promote mental models and problem-solving skills. The conclusion of the study is the AB3LR model is valid and practical for use in learning.
Co-Authors Hazrati Ashel Hera Novia Ida Hamidah Ihsan Hijria Putra Mr Sjaeful Anwar