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All Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika International Journal of Essential Competencies in Education
da Rosa, Cleci T. Werner
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Education Mathematics Physics Other

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Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender Asy'ari, Muhammad; da Rosa, Cleci T. Werner
International Journal of Essential Competencies in Education Vol. 1 No. 1 (2022): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v1i1.731

Abstract

Cognitive regulation related to the learning independence is a problem that often appears in remote learning. It’s related to metacognition awareness that claimed could facilitate learners in understanding how to learn and regulate the learning process to solve the new problem encountered. The current study aimed to investigate the prospective science teachers’ (PST) metacognitive awareness in remote learning based on field-dependent and field-independent cognitive styles, and gender. Quantitative research with a survey method involving 100 PST was carried out in this study. The PST metacognitive awareness was collected using the Metacognition Awareness Inventory (MAI) instrument, while PST cognitive style was determined using the Group Embedded Figure Test (GEFT) instrument, which was empirically declared valid and reliable. The research data were analyzed using the independent sample t-test, and the Mann-Whitney test after the data distribution test was carried out using the Kolmogorov-Smirnov test. Based on gender differences, PST metacognitive awareness was not significantly different (p>0.05), while based on cognitive style, PST metacognitive awareness was significantly different (p<0.05) on indicators of procedural knowledge and conditional knowledge. In addition, PST metacognitive awareness was significantly different on indicators of procedural knowledge, conditional knowledge, planning, monitoring, debugging, and evaluation based on a review of cognitive styles and gender differences.
Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender Asy'ari, Muhammad; da Rosa, Cleci T. Werner
International Journal of Essential Competencies in Education Vol. 1 No. 1 (2022): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v1i1.731

Abstract

Cognitive regulation related to the learning independence is a problem that often appears in remote learning. It’s related to metacognition awareness that claimed could facilitate learners in understanding how to learn and regulate the learning process to solve the new problem encountered. The current study aimed to investigate the prospective science teachers’ (PST) metacognitive awareness in remote learning based on field-dependent and field-independent cognitive styles, and gender. Quantitative research with a survey method involving 100 PST was carried out in this study. The PST metacognitive awareness was collected using the Metacognition Awareness Inventory (MAI) instrument, while PST cognitive style was determined using the Group Embedded Figure Test (GEFT) instrument, which was empirically declared valid and reliable. The research data were analyzed using the independent sample t-test, and the Mann-Whitney test after the data distribution test was carried out using the Kolmogorov-Smirnov test. Based on gender differences, PST metacognitive awareness was not significantly different (p>0.05), while based on cognitive style, PST metacognitive awareness was significantly different (p<0.05) on indicators of procedural knowledge and conditional knowledge. In addition, PST metacognitive awareness was significantly different on indicators of procedural knowledge, conditional knowledge, planning, monitoring, debugging, and evaluation based on a review of cognitive styles and gender differences.
Enhancing Students' Metacognitive Knowledge through Problem-Based Learning Integrated with Cognitive Conflict Approach: A Study in Newtonian Physics Education Asy'ari, Muhammad; Muhali, Muhali; da Rosa, Cleci T. Werner
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 8 No. 3 (2024): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v8i3.761

Abstract

This study investigates the effectiveness of a Problem-Based Learning (PBL) model integrated with cognitive conflict strategies in improving students’ metacognitive knowledge in physics education. Conducted in an Indonesian senior high school, the study involved three classes implementing different instructional models: PBL with cognitive conflict, PBL alone, and expository teaching. Using a pretest-posttest design, students’ declarative, procedural, and conditional metacognitive knowledge was assessed. Descriptive and inferential analyses revealed that all instructional models produced significant learning gains, with the PBL + cognitive conflict model showing the most notable improvements, especially in conditional knowledge (n-gain = 0.72; Cohen’s d = 1.20). Although ANOVA results were statistically non-significant, effect size analysis confirmed substantial educational impact. The findings highlight the dual role of cognitive conflict and metacognitive scaffolding in fostering self-regulated learning and conceptual understanding. This study supports the integration of metacognitive strategies into inquiry-based instructional models and underscores the cultural compatibility of PBL in Indonesian educational settings.
Co-Authors M. Muhali Muhammad Asy'ari