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Pinisi Journal of Social Science
Published by Universitas Negeri Makassar
ISSN : 28302494     EISSN : 28299256     DOI : -
Core Subject : Education, Social,
Social Sciences Other
Pinisi Journal of Social Science. Published by the peer review process and open access with p-ISSN: 2830-2494 and e-ISSN: 2829-9256. Pinisi Journal of Social Science. Intended as a media of information and arena of philosophical, theoretical, methodological debates related to social science issues . Pinisi Journal of Social Science: a journal of the results of thought, research, and development in the science of Social Science. invited scientists, activists, and public officials to write issues related to Social Science. Articles can be research or conceptual. Published by Faculty of Social Science and Law. published three times a year on May, September, and January.
Arjuna Subject : Ilmu Sosial - Sosiologi dan Ilmu Politik
Articles 81 Documents
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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.

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