The Interconnection between Students Meta-affective, Meta-cognitive and Achievement in Science Learning Lilit Rusyati1*, Nuryani Y. Rustaman1, Ari Widodo1 and Minsu Ha2
1Science Education, School of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
2Division of Science Education, College of Education Kangwon National University, 1 Kangwondaehak-gill, Chuncheon-si, Gangwon-do, 24341 Republic of Korea
Abstract
Meta-affective ability reflects by students awareness on their emotional while meta-cognitive ability describes when students concern about their strategies to think during science learning. Furthermore, these abilities can be affected on students achievement especially in conceptual mastery about science. The present study aims to analysis whether there is interconnection or not between these three variables. An instrument set of Meta-Affective Trait Scale (MATS) and Metacognitive Awareness Inventory (MAI) was distributed to 205 Indonesian secondary students (7th grade= 102, 8th grade= 103) while students achievement presented by students science score. Data were analyzed using Pearson correlation analysis. The finding describes that the correlation between students meta-affective and meta-cognitive is significant with strong value as well as students meta-cognitive and achievement. In contrast, there is no correlation between students meta-affective and achievement.
Keywords: students meta-affective, students meta-cognitive, students achievement, science learning
Topic: Learning / Teaching Methodologies and Assessment
