THE INTEGRATION OF METACOGNITIVE PROMPTS IN INQUIRY LEARNING TOWARD THE DEVELOPMENT OF STUDENT’S METACOGNITION AND STUDENTS’ CRITICAL THINKING

Cladinea Mahfira, - (2024) THE INTEGRATION OF METACOGNITIVE PROMPTS IN INQUIRY LEARNING TOWARD THE DEVELOPMENT OF STUDENT’S METACOGNITION AND STUDENTS’ CRITICAL THINKING. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

ABSTRAK Menurut ATCS21, keterampilan berpikir kritis dan metakognitif sangat penting untuk menghadapi kompleksitas modern, mendorong inovasi, dan berkontribusi pada masyarakat. Penelitian telah menunjukkan adanya hubungan simultan antara strategi metakognitif dan fungsi kognitif tingkat tinggi seperti berpikir kritis, karena metakognisi membantu individu memantau dan menyesuaikan proses kognitif mereka. Pengenalan petunjuk metakognitif sebagai paparan eksplisit terhadap metakognisi dapat secara efektif membantu siswa dalam memantau, mengevaluasi, dan meningkatkan proses pembelajaran mereka selama penyelidikan ilmiah. Oleh karena itu, penelitian ini bertujuan untuk mengkaji integrasi petunjuk metakognitif dalam pembelajaran penyelidikan terhadap perkembangan metakognisi siswa dan berpikir kritis siswa. Metode yang digunakan dalam penelitian ini adalah metode campuran debgan desain triangulasi. Partisipan penelitian adalah 60 siswa dari dua kelas 7 di sekolah "X" di Bandung Timur. Data diambil menggunakan Junior Metacognitive Awareness Inventory (Jr. MAI), tes berpikir kritis, dan wawancara yang melengkapi data penelitian. Data diambil sebelum dan setelah pembelajaran tentang ekosistem melalui pembelajaran penyelidikan yang terintegrasi dengan petunjuk metakognitif. Hasil penelitian menunjukkan adanya perbedaan yang signifikan dalam berpikir kritis siswa dan metakognisi siswa sebelum dan setelah integrasi petunjuk metakognitif dalam pembelajaran penyelidikan. According to ATCS21, critical thinking and metacognitive skill is crucial for navigating modern complexities, driving innovation, and contributing to society. Research has shown a simultaneous occurrence of metacognitive strategies and high-level cognitive functions like critical thinking, as metacognition helps individuals monitor and adjust their cognitive processes Introducing metacognitive prompts as the explicit exposure to metacognition can effectively assist students in monitoring, evaluating, and enhancing their learning processes during scientific inquiry. Therefore, this study aimed to examine integration of metacognitive prompts in inquiry learning toward the development of student’s metacognition and students’ critical thinking. The method used in this research was mix method triangulation design. The participant of the research was 60 students from two classes of 7th grade at school "X" in East Bandung. Data were taken by using Junior Metacognitive Awareness Inventory (Jr. MAI), critical thinking test and interview that completed the study data. Data were taken before and after learning about ecosystem through inquiry learning integrated with metacognitive prompts. The results show a significant difference in students' critical thinking and students’ metacognition before and after the integration of metacognitive prompts within inquiry learning.

Item Type: Thesis (S2)
Additional Information: https://scholar.google.com/citations?hl=en&user=bpqNl7cAAAAJ ID SINTA DOSEN PEMBIMBING HERA NOVIA: 6126827 LILIT RUSYATI: 6102491
Uncontrolled Keywords: Metacognition, Critical Thinking, Metacognitive Prompts, Inquiry
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-2
Depositing User: Cladinea Mahfira
Date Deposited: 30 Sep 2024 05:01
Last Modified: 30 Sep 2024 05:01
URI: http://repository.upi.edu/id/eprint/124680

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