Open AccessThe metacognition of elementary students in object change learning with SQ3R (Survey, Question, Read, Recite and Review)
Author(s) -
Irma Fadilah,
Suratno Suratno,
Tri Dyah Prastiti,
Dafik Dafik,
H Hobri
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 - 10.1088/1742-6596/1563/1/012032
Subject(s) - worksheet , metacognition , mathematics education , psychology , test (biology) , quality (philosophy) , cognition , paleontology , philosophy , epistemology , neuroscience , biology
Implementing education highly important to be prioritized. The competitiveness field requires teachers to put an effort in designing learning activities that aligns the demands of society and the quality of education. This study uses a 4-D model development procedure that aims to produce worksheets in accordance with the SQ3R steps in learning objects changes. Students’ worksheet with SQ3R was conducted on students 5th grade in SDN 1 Mimbaan and SDN 2 Mimbaan. Measurement of metacognition skills was performed by using MAI (Metacognitive Awareness Inventory) questionnaire. Assessment of students' mastery of concepts was obtained through pre-test and post-test scores. The N-gain (g) of metacognition skills of SDN 1 Mimbaan students was 0.43 and the N-gain value (g) 0.53 of SDN 2 Mimbaan students indicated to the medium category. N-gain (g) of concept of SDN 1 Mimbaan students was 0.48 and the N-gain value (g) of SDN 2 Mimbaan students was 0.59 which also fell in the medium category. In conclusion, the worksheet has met the criteria of valid, practical, effective and in accordance with research objectives in empowering metacognition skills and mastery of elementary students' concepts.