Longitudinal Study of Metacognitive Skills and External Representation of Students in the Context of Problem-Solving

Ijirana Ijirana(1*), Jusman Mansyur(2), Muh. Rizal(3), Sitti Aminah(4)

(1) Faculty of Teacher Training and Education, Universitas Tadulako
(2) Faculty of Teacher Training and Education, Universitas Tadulako
(3) Faculty of Teacher Training and Education, Universitas Tadulako
(4) Faculty of Teacher Training and Education, Universitas Tadulako
(*) Corresponding Author

Abstract

This study aims to longitudinally describe the metacognitive skills and external representation in the context of problem-solving at Chemistry Education, Tadulako University. The qualitative study respondents were selected from a number of first year students for two consecutive semesters. Two respondents were selected based on results of selection using a metacognitive skills assessment questionnaire (MCAI) and we categorized as high and medium.  Three problems were resolved by respondents at intervals of one to two weeks in each semester through a one-on-one thinking aloud and it was followed by a semi-structured interview. Data collection was recorded using a video camera. Metacognitive skills and external representation data from the odd and even semesters were deeply analyzed. This analysis technique was carried out by examining the results of problem solving and semi-structured interviews in detail and matching them with the indicators of metacogni-tive skills and external representation used by both respondents. The data analysis results showed that the thinking ability of respondents with high metacognitive skills in problem solving, experienced developments over time along with the development of their cognitive regulation and external representation. On the other hand, respondents with intermediate metacognitive skills during problem solving, were relatively the same for two consecutive semesters. Therefore, teachers need to consider the use of learning strategies by taking into account the number of students who have dominant characteristics in classroom learning, in terms of metacog-nitive skills and external representation.

Keywords

context of problem-solving; external representation; longitudinal study; metacognitive skills; one-on-one thinking aloud; problem solving

Full Text:

PDF

References

Altındağ, M. (2008). Hacettepe üniversitesi eğitim fakültesi öğrencilerinin yürütücü biliş becerileri. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.

Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.

Cao, Y. & Brizuela B.M. (2016). High school students’ representations and understandings of electric fields. Physical Review Physics Education Research, 12 (2), 020102(19).

Cook, M.P. (2006) Visual Representations in Science Education: The Influence of Prior Knowledge and Cognitive Load Theory on Instructional Design Principles. Published online 20 June 2006 in Wiley InterScience (www.interscience.wiley.com), DOI 10.1002/sce.20164.

Cooper, M. M. & Sandi-Urena, S. (2009). Design and Validation of Instrument To Assess Metacognitive Skillfulness in Chemistry Problem Solving. Journal of Chemical Education, 86(2), 240-245.

Cox, J.R. & Jones B. W. (2011). External Representations in the Teaching and Le-arning of Introductory Chemistry . Scientific Research. Creative Education. 2(5) pp. 461-465. DOI:10.4236/ce.2011.25067.

Demirel, M., Aşkın, İ., & Yağcı, E. (2015). An investigation of teacher candidates’ metacognitive skills. Procedia-Social and Behavioral Sciences, 174, 1521-1528).

Duran, S. (2011). İlköğretim öğretmenlerinin bilişsel farkındalık düzeylerinin çeşitli değişkenlere göre incelenmesi. Yayın-lanmamış yüksek lisans tezi. Kafkas Üni-versitesi, Sosyal Bilimler Enstitüsü, Kars.

Fischer, A., & Neubert, J. C. (2015). The multiple faces of complex problems: A model of problem solving competency and its implications for training and as-sessment. Journal of Dynamic Decision Making, 1(6).

Fitrianna, A. Y., Dinia, S., Mayasari, M., & Nurhafifah, A.Y. (2018). Mathematical Representation Ability of Senior High School Students: An Evaluation from Students' Mathematical Disposi-tion. Journal of Research and Advances in Mathematics Education, 3(1), 46-56.

Haidar, A. H. & Naqabi, A. K. (2008). Emira-tii High School Student Understanding of Stoichiometry and the Influence of Meta-cognition on their Understanding. Rese-arch and Science and Technological Education, 26(2), 215-237.

Ibrahim, B. & Rebello, N.S. (2013). Role of Mental Representations in Problem Solving: Students’ Approaches to Nondirected Tasks. Physical Review Special Topics - Physics Education Research, 9, 020106 (2013).

Ijirana & Supriadi. (2018). Metacognitive Skill Profiles Of Chemistry Education Students In Solving Problem At Low Ability Level. Jurnal Pendidikan IPA In-donesia, 7(2) pp. 239-245. DOI:10.15294/jpii.v7i2.14266.

Ijirana. (2017). Development of concept un-derstanding and problem-solving ability of chemistry education students through metacognitive skills-based learning. Ad-vances in Social Science, Education and Humanities Research , 174, 75-79.

Jaafar, W. M. W. & Ayub, A. F. M. (2010). Mathematics self-efficacy and meta-cognition among university students. Procedia Social and Behavioral Sciences, 8, 519-524.

Kiremitçi, O. (2013). Beden eğitimi ve spor yüksekokulu öğrencilerinin üstbilişsel farkındalık düzeyleri üzerine bir inceleme. Pamukkale Journal. of Sport Sciences, 4(3),29-40.

Kohl, P. B., & Finkelstein, N. D. (2005). Stu-dent Representational Competence and Self-Assessment When Solving Physics Problems. Physical Review Special Top-ics-Physics Education Research, 1, 010104.

Mansyur, J. (2015). Teachers’ and Students’ Preliminary Stages in Physics Problem Solving. International Education Studies, 8(6).

Masari, G. A., & Anghel, O. (2012). Compa-rative study on developing metacognitive abilities of students from technical, voca-tional and human sciences. Procedia-Social and Behavioral Sciences, 46, 4418-4422.

Metallidou, P. (2009). Pre-service and In-service Teachers’ Metacognitive Knowle-dge About Problem-Solving Strategies. Teaching and Teacher Education, 25, 76-82.

Ningsih, H. Y. S. T, Mansyur, J. , Kamaluddin & Darsikin. 2013). Perilaku Penggunaan Representasi Eksternal Guru Fisika dalam Aktivitas Pembelaja-ran. Prosiding Seminar Nasional Pendidikan, Palu 04 Mei 2013. Universitas Tadulako.

Rahman, S., Mahmud, Z., Yassin, S. F. M., Amir, R., & Ilias, K. W. (2010b). The Development of Expert Learners in the Classroom. Contemporary Issues in Education Research, 3(6), 1-8.

Rahman, S., Yasin, R. M., Ariffin, S. R., Ha-yati, N., & Yusoff, S. (2010a). Metacog-nitive skills and the development of meta-cognition in the classroom. In International Conference on Education and Educational Technologies, 47-351).

Rickey, D. & Stacy A. M.. (2000). The Role of Metacognition in Learning Chemistry. Journal of Chemical Education. 77(7).

Setiawan, F. A., Arisanty, D., Hastuti, K. P., & Rahman, A. M. (2020). The Effect of Metacognitive Ability on Learning Out-comes of Geography Education Stu-dents. Indonesian Journal on Learning and Advanced Education (IJOLAE), 2(2), 82-90.

Silwana, A., Subanji, S., Manyunu, M., & Rashahan, A. A. (2021). Students’ Res-ponses Leveling in Solving Mathematical Problem Based on SOLO Taxonomy Viewed from Multiple Intelligen-ces. Indonesian Journal on Learning and Advanced Education (IJOLAE), 3(1), 1-16.

Shubber, A. H., Udin, A. B., & Minghat, A. B. (2015). Vickers test simulation to im-prove metacognitive skills. Procedia-Social and Behavioral Sciences, 204, 45-53.

Temel, Ş., Özgür, S. D., Şen, Ş. & Yılmaz, A. (2012). The examination of metacognitive skill levels and usage of learning strate-gies of preservice chemistry teachers. Procedia Social and Behavioral Sciences, 46, 1445-1449.

Van Bruggen, J. M., Kirschner, P. A., & Jo-chems, W. (2002). External representa-tion of argumentation in CSCL and the management of cognitive load. Learning and instruction, 12(1), 121-138.

Veenman, M. V. J, & Spaans, M. A. (2005). Relation between intellectual and meta-cognitive skills: Age and task differen-ces. Learning and individual differen-ces, 15(2), 159-176.

Yang, C., & Bai, L. (2019). The use of meta-cognitive strategies by Chinese PhD stu-dents of social sciences in Australian uni-versities. International Journal of Educa-tional Research, 97, 43-52.

Yanti, Y. R., Amin, S. M., & Sulaiman, R. (2018). Representation of Students in Solving Simultaneous Linear Equation Problems Based on Multiple Intelligence. In Journal of Physics: Conference Series, 947 (1), p. 012038). IOP Publishing.

Yen, J. C., & Lee, C. Y. (2011). Exploring problem solving patterns and their impact on learning achievement in a blended le-arning environment. Computers & Edu-cation, 56(1), 138-145.

DOI: 10.23917/ijolae.v3i3.13563

Article Metrics

Abstract view(s): 477 time(s)
PDF: 355 time(s)

Refbacks

  • There are currently no refbacks.