Open AccessThe analysis of students metacognitive in science with different learning environments on junior high school
Author(s) -
Nurul Musyafa’ah,
Suratno Suratno,
Nuriman
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1465/1/012052
Subject(s) - metacognition , mathematics education , psychology , comprehension , cognition , test (biology) , qualitative property , qualitative research , process (computing) , computer science , sociology , paleontology , social science , neuroscience , machine learning , biology , programming language , operating system
The essential nature of science includes the process of observing, discussing, analyzing and representing. Science must be supported by metacognitive abilities that refer to prediction, planning, monitroring, and evaluation skills and can make students become independent learners. This research was to analyze the metacognitive of students in science with different learning environments. This research place was in Junior High School, Boarding school and Islamic Junior High School in Bondowoso. This research has qualitative descriptive study with mix method (qualitative and quantitative). Qualitative data were descriptive based on the results of observations with teachers and students. Quantitative data were from the MAI test (Metacognitive Awarness Inventory). MAI test has two indicators, namely knowledge about conditions includes declarative knowledge, procedural knowledge, and conditional knowledge, and regulations of cognition including planning, information management strategies, and monitoring comprehension. The results of this research showed a difference in metacognitive 20% in the Junior High School and Islamic Junior High School in science.