Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia

Research Article

Using Self-Regulated Learning to Promote Students‘ Metacognitive Awareness in Learning Electricity

Download460 downloads
  • @INPROCEEDINGS{10.4108/eai.12-10-2019.2296408,
        author={Miftah  Bahari and Ari  Widodo and Nanang  Winarno},
        title={Using Self-Regulated Learning to Promote Students‘ Metacognitive Awareness in Learning Electricity},
        proceedings={Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia},
        publisher={EAI},
        proceedings_a={MSCEIS},
        year={2020},
        month={7},
        keywords={self-regulated learning metacognitive awareness electricity},
        doi={10.4108/eai.12-10-2019.2296408}
    }
    
  • Miftah Bahari
    Ari Widodo
    Nanang Winarno
    Year: 2020
    Using Self-Regulated Learning to Promote Students‘ Metacognitive Awareness in Learning Electricity
    MSCEIS
    EAI
    DOI: 10.4108/eai.12-10-2019.2296408
Miftah Bahari1,*, Ari Widodo2, Nanang Winarno3
  • 1: Department of Science Education, Universitas Pendidikan Indonesia
  • 2: Department of Biology Education, Universitas Pendidikan Indonesia
  • 3: Department of Mathematics Education, Universitas Pendidikan Indonesia
*Contact email: dita.khairina@yahoo.com

Abstract

Metacognitive awareness is an important aspect to develop as it possibly compensates low ability in concept mastery or lack of relevant prior knowledge. This study aims to investigate the effect of self-regulated learning on students’ metacognitive awareness. The method used is a weak experiment method. The sample includes 27 students consisting of 14 females and 13 males from junior high school in Bandung. Self-regulated learning is also found to have N-gain value of 0.19 meaning that there is a low improvement in students’ metacognitive awareness. The treatment improves the domain of procedural knowledge the highest out of eight aspects in metacognitive awareness. This research shows that the difference in the result of the application of self-regulated learning in different gender results in higher metacognitive awareness in female students. This research will be beneficial for researchers by providing them further materials and data on how self-regulated learning affects students’ metacognitive awareness.