The Meta-Cognitive Profile Based on Students Experiences in Learning Science
Lilit Rusyati, Nuryani Y. Rustaman, Ari Widodo, and Minsu Ha

Science Education, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudhi No. 229 Bandung, West Java 40154, Indonesia
Division of Science Education, College of Education Kangwon National University
1 Kangwondaehak-gill, Chuncheon-si, Gangwon-do, 24341 Republic of Korea

Abstract

This survey aims to assess meta-cognitive skills based on students learning scientific experiences. The research tool is a questionnaire based on the Knowledge (12 statements) and Regulation (20 statements) dimensions, with two levels of response, namely frequency and intensity (scale 1-6). The findings of the analysis using the Winsteps Rasch Model reveal a value of 0.94 for Person Reliability and 0.96 for Item Reliability, while Cronbach Alpha tests with IBM SPSS Statistics 22 show a value of 0.96. The 634 students from 17 junior high schools in seven provinces participated in the study, with 355 students in grade 7, 153 students in grade 8, and 126 students in grade 9. With a frequency scale of Often (34.7%) and an intensity scale of Try (39.3%) the highest response was I recheck my own understanding if it differs from other people understanding. Furthermore, the greatest response, which is frequency on the scale of Often (33.1 percent) and intensity on the scale of Try (35.3%) is I think about what I truly need to learn before I begin a task. These findings have ramifications and open up new avenues for research into how teachers help students gain knowledge and regulate their cognition throughout science class.

Keywords: Cognition Knowledge, Cognition Regulation, Meta-cognitive, Science Learning

Topic: Society 5.0 in Science Education