Research Article
An Analysis of the Relationship between Students’ Metacognitive Awareness and Students’ Cognitive Learning Outcomes in Pre-service Teachers
@INPROCEEDINGS{10.4108/eai.16-10-2020.2305244, author={Wisnu Juli Wiono and Nadya Meriza and Tia Agnesa}, title={An Analysis of the Relationship between Students’ Metacognitive Awareness and Students’ Cognitive Learning Outcomes in Pre-service Teachers}, proceedings={Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia}, publisher={EAI}, proceedings_a={ICOPE}, year={2021}, month={3}, keywords={metacognitive awareness cognitive learning outcomes pree-service teacher}, doi={10.4108/eai.16-10-2020.2305244} }- Wisnu Juli Wiono
Nadya Meriza
Tia Agnesa
Year: 2021
An Analysis of the Relationship between Students’ Metacognitive Awareness and Students’ Cognitive Learning Outcomes in Pre-service Teachers
ICOPE
EAI
DOI: 10.4108/eai.16-10-2020.2305244
Abstract
The purpose of this study was to determine the profile of the relationship between the level of metacognitive awareness and cognitive learning outcomes of student biology teacher candidates at Lampung University. This study used a survey research design with a sample size of students. Metacognitive awareness questionnaires and cognitive question sheets were provided in this study. The questionnaire measures eight aspects of metacognitive awareness, namely declarative knowledge, procedural knowledge, conditional knowledge, planning, information management strategies, comprehension monitoring, debugging strategies, and evaluation. Question sheets evaluate cognitive learning outcomes. The results showed that the students had a very good level of metacognitive awareness (54%). There was no significant relationship between metacognitive awareness and student cognitive learning outcomes (r = 0.898). It was concluded that metacognitive awareness did not affect cognitive learning outcomes at levels C1, C2 and C3.