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Sawuwu, Benny Yodi
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Chemistry Education Environmental Science Physics

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The Chemistry Reading Activity in Metacognitive Knowledge Sawuwu, Benny Yodi
SEAQIS Journal of Science Education Vol. 2 No. 01 (2022): SEAQIS Journal of Science Education
Publisher : SEAMEO QITEP in Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (843.323 KB) | DOI: 10.58249/sjse.v2i01.48

Abstract

An exploration of chemical reading performances of fifteen chemistry teacher candidates was conducted to reveal qualitatively metacognitive knowledge during chemistry reading activities. A think-aloud protocol had been carried out for reading performance. For a question posing purpose, two articles were designed to stimulate the readers’ thought in a metacognitive level that was divulged in-depth by self-interviewing questions. The reading performance was Tran scripted by measuring the normal reading rate and think-aloud reading rate to reveal the pattern of chemical reading activities. A phenomenological reduction method was used to analyze and to describe the reading performance. The interrelationship among declarative knowledge on reading preparation, procedural knowledge in reading performance, conditional-situational knowledge on maintaining the reading activity, and conditional-strategic knowledge on the termination of the chemical reading activity was constructed by the self-organization, task comprehension, strategy, and knowledge to integrated all sources. The presence of chemical equations, chemical representations, and terminology on the chemical reading had influenced the chemical reading pattern
Patterns of Metacognitive Levels in Chemistry Problem-posing Sawuwu, Benny Yodi
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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