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All Journal Jurnal Varidika
Ma’rof, A.M.
Universitas Muhammadiyah Surakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Patterns of Metacognitive Awareness Among Primary School Teachers Palantis, N.John; Mohamed, Johan, A.; Ibrahim, A.S. Mohd; Ismail, S.H.; Anuar, N.K.; Ma’rof, A.M.; Buang, N.
Jurnal VARIDIKA Volume 29 No.2, Desember 2017
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (341.099 KB) | DOI: 10.23917/varidika.v29i2.5629

Abstract

The purpose of this study is to identify level and patterns of metacognitive awareness among teachers in primary schools. This study focuses on aspects of declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring and evaluation of teachers. The study was descriptive in nature. A sample of 100 primary school teachers in Puchong, Selangor answered the Metacognitive Awareness Inventory for Teacher by Cem Balcikanli (2011). The data analysis was carried out using IBM Statistics version 24 to obtain descriptive measures. The results show that levels of metacognitive awareness among teachers are high at ninety three percent (93%). The results also show that there are no significant differences by gender, age, teaching experience, academic qualification and subject of teaching among primary school teachers. The metacognitive framework shows that metacognition knowledge and regulatory expertise were used by individuals to control their cognition. Teachers who have a higher level of metacognitive awareness can produce students with good academic achievement.
The Relationship Between Institutional Environment, Guardian Involvement, Academic Achievement and Learning Motivation of Children Reared In a Malaysian Orphanage Alfred, A.J.; Ma’rof, A.M.; Buang, N.
Jurnal VARIDIKA Volume 29 No.2, Desember 2017
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.466 KB) | DOI: 10.23917/varidika.v29i2.5630

Abstract

This research was conducted to study the relationships between academic performance, learning motivation, institutionalised environments and guardian involvement of children reared in a Malaysian orphanage. This study involves 50 students consisting of 21 female and 29 male students. These students are in secondary school with ages ranging from 13-17 years old. This study was conducted in a home for orphans and under-privileged children and all the participants of this study are from this home. The findings of this study show that there is a significant relationship between academic performance, intrinsic motivation, extrinsic motivation and therefore learning motivation as a whole (P<0.05). Findings also show that there is strong correlation between guardian involvement and academic performance (P<0.05). However for relationships between guardian involvement and learning motivation, institutionalised environment and academic performance and institutionalised environment and guardian involvement, correlations fail to exist (P>0.05).
Co-Authors Alfred, A.J. Anuar, N.K. Buang, N. Ibrahim, A.S. Mohd Ismail, S.H. Mohamed, Johan, A. Palantis, N.John