Scrutinizing Metacognition Relation with Students Achievement in Physics Classroom Through SEM-PLS: A Preliminary Research Firman Nugraha (a*), Irma Rahma Suwarma (a)
Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No.229, Bandung 40132, Indonesia *firmannugraha[at]upi.edu
Abstract
Research on metacognition have been trending across this decade. Researchers claim that fostering this ability would lead to better learning performance. The aim of this study is to give some brief description about how self-assessed metacognitive skills relate to students achievements in physics classroom. This study uses Physics Metacognitive Inventory (PMI) as instrument to give information about students metacognitive ability. This instrument assessing the ability of metacognitive knowledge, planning, monitoring, evaluating, debugging, and managing information. 103 students consist of 46 males and 47 females being chosen as subject for this study. Results show that self-reported metacognitive ability has average positive correlation on students achievement. Some aspects like metacognitive knowledge, planning, and evaluating yield a positive correlation while debugging, monitoring and managing information need further analysis.
