Metakognitif Ability Analysis Viewed from Student Learning

Students

Irsan Maulana and Ani Pinayani

Universitas Pendidikan Indonesia, Setiabudhi 229 street, Bandung, Indonesia

irsan.maulana

student.u

i.edu

Keywords: Learning Style, metacognitive.

Abstract: This research is based on the low of metacognitive ability of the students of grade X of Social High School

of State 11 Bandung. The goal is to know the difference in metacognitive ability seen from activist,

reflector, theoretic and pragmatic learning styles. This research method is explanatory survey with

descriptive technique and quantitative data analysis. The population of this research is the students of X

Grade of Social Science of State Senior High School, the sample is saturated by 176 students. The

instrument used to collect data consists of two standardized questionnaires: learning styles using Learning

Styles Questionnaire (LSQ) developed by Peter Honey and Alan Mumford, and metacognitive capabilities

using the Metacognitive Awareness Inventory (MAI) developed by Schraw and Denninson. Data is

processed and analyzed by using different test analysis. The results showed that there were significant

differences in metacognitive ability seen from student learning styles, and metacognitive ability in reflective

learning style greater than activist, theoretic and pragmatic learning style.

1 INTRODUCTION

Learning in the 21st century is aimed at fostering

critical and creative thinking skills and empowering

metacognitive abilities to enable learners to be able

to face and respond to challenges in the future. In

line with that one of the intelligence that is aimed at

Curriculum applicable in Indonesia is metacognitive

intelligence. Pre-research results indicate that there

are still students who fail or have not reached the

minimum graduation criteria. Allegedly one of the

causes of low learning outcomes is due to low

metacognitive awareness that affects the thinking of

students who are less systematic or less coherent.

This can make it difficult for students to understand

concepts that result in low learning outcomes. (Lin

and Sugiarto, 2012, Ellis. Et.al., 2014)

Metacognitive in this study refers to the model

made by Schraw and Moshman (1995) which

consists of metacognitive knowledge (metacognitive

knowledge) and metacognitive regulation

(metacognitive regulation). General metacognitive

knowledge according to Brown et al (Schraw and

Moshman 1995, pp. 352) is knowing what one

knows and how one learns and remembers. Learning

Style used in this research is Learning Style

according to Peter Honey and Alan Mumford (2006)

better known as Honey Mumford Learning Style.

There are four types of learning styles of Honey and

Mumford: learning style of activist, theorist,

pragmatic and reflector.) Activists, ie learning style

of people who are open, focused, enthusiastic, likes

challenges, easy to make decisions and social.

Theorists, the Logical, Rational, Systematic,

Conceptual and Logical Logical Learning Styles.

Pragmatists, Learning Styles who prefer to solve

problems, love new ideas, enjoy working with

others, and Reflector, the Learning Style of people

who are more considerate, careful, conscientious,

happy to be on the bench and low self. (Hutapea and

Thoha, 2008) Carns and Carrns' research (1991)

suggests that Learning Styles can be used to improve

metacognitive skills. Of the 118 grade 4 students

diagnosed with the Learning Styles, test results were

obtained which showed an increase in score. In

addition to research from Carns and Carrns, also

reinforced by research from Kania (2012) which

shows that learning styles and learning motivation

have a significant effect on students' metacognitive

ability.

336

Maulana, I. and Pinayani, A.

Metakognitif Ability Analysis Viewed from Student Learning Students.

In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 336-339

ISBN: 978-989-758-308-7

2 METHODS

The method used is explanatory survey, with all

students of social science X State senior High

School 11 Bandung who have obtained economic

subjects. Research population of 176 students.

(Siregar, 2013) and with sample technique. Data

were obtained using a learning style questionnaire

developed by peter honey that was more familiar

with Learning Style Questionnaire (LSQ) and

metcognitive awareness inventory (MAI)

questionnaire developed by Schraw and Dennison.

In order to answer the analysis, we used a different

analysis technique with Chi-Squere

3 RESULTS AND DISCUSSION

3.1 Finding

Research result The dimensions of metacognitive

knowledge have indicators that include declarative

knowledge, procedural knowledge, and conditional

knowledge while metacognitive regulation has

indicators that are planning, information

management, monitoring, improvement and

evaluation, all these indicators have been

summarized in 52 questions that researchers have

spread and distributed to the recipient. The data of

this research on metacognitive is shown in table1.

Table 1: Metacognitive ability analysis

No Dimension ST T S R SR Total

nowledge

etacognitive

52 67 40 11 6 176

etacognitive

egulation

90 50 23 8 5 176

Total 142 117 63 19 11 352

Percentage (%)

40 33 18 5 3 100

Table 1 illustrates the metacognitive abilities of

the class X students. The social science of the 11th

high school of the country of Bandung is mostly

included in very high criteria.

Activist learning style has indicators that are

needed as a reference in developing questionnaire

questions that include: flexible, bored with

konsilidasi, open minded, optimistic about change,

acting without preparation, quick decision, taking

unnecessary risks, not resisting to change, likes

challenge And social life.

The reflector learning style has indicators that

include: Careful, meticulous, more considerate, good

listener, part of participation, methodical, not

jumping to conclusions, slow to decide, thorough

and wise, happy to be bench and humble.

Theorist learning style with very high criteria is

the learning style most owned by respondents that is

as much as 43% whereas theorist learning style with

very low criteria is the smallest that is only 3%.

Pragmatic learning styles have indicators that

include: Impatient attitude with too long discussions

and too many theories, interested in testing things in

practice, realistically practical, loves new ideas,

rejects ideas without clear application, likes to solve

problems with clear solutions, Focused tasks and

techniques, happy to work together.

Tabel 2: Result Test

Learning Style

ean Rank

Activis

2.00

Reflecto

3.03

Theoris

2.51

Pragmatis 2.47

There are differences in Metacognitive abilities

seen from learning styles accepted, meaning that the

metacognitive ability of reflector learning style is

greater than the learning style of activist, theorist,

and pragmatic.

3.2 Discussions

In this study, the result of students who have

metacognitive ability is very high reaches 40%, the

arrest is, most students have ability to control the

learning process, starting from choosing the right

strategy according to problem faced, then

monitoring progress in learning and simultaneously

correction if any Errors that occurred during

understanding the concept, analyzing the

effectiveness of the chosen strategy

Differences in Metacognitive Ability Viewed

From Student Learning Styles In this study, the

result of students who have metacognitive ability is

very high reaches 40%, the arrest is, most students

have ability to control the learning process, starting

from choosing the right strategy according to

problem faced, then monitoring progress in learning

and simultaneously correction if any Errors that

occurred during understanding the concept,

analyzing the effectiveness of the chosen strategy.

Flavel (Garrett, 2007) formulates three variables

that influence metacognitive abilities of the learners

(self) variables, task variables and strategy variables.

Of the learners variables (Self) improvement of

metacognitive ability is influenced by individual

differences. Differences between individuals like

their learning styles. Student learning style in this

research is learning style according to Honey and

Mumford which consists of learning style of activist,

reflector learning style, theorist learning style and

pragmatic learning style.

Metakognitif Ability Analysis Viewed from Student Learning Students

337

Activist learning style is very high reached 35%.

The data illustrates that most respondents have a

flexible and open attitude, are easily bored with the

consolidation and are optimistic and open to change.

But respondents with learning style criteria tend to

often act without preparation, make quick decisions

and take unnecessary risks. In addition, respondents

love challenges, have a high social spirit.

Furthermore, the results of research on reflector

style learning variables, students who have reflector

learning style with very high criteria reached 59.1%

of students. This illustrates that some respondents

are students who have a careful, conscientious, more

considerate attitude, good listener, part of

participation, methodical, not jumping to

conclusions, slow to decide, thorough and wise,

happy to be bowed and humble.

Students who have theorist learning style with

very high criteria reach 43%. This illustrates that

some respondents are students who have a

disciplined attitude, good logic, be rational and very

conceptual. Students who have a theoretical learning

style will experience barriers to learning when they

engage in objective activities and are involved in

unstructured activities.

Students with this type of learning will be good

at learning on activities when in a structured

situation with clear goals. Students who have a

pragmatic learning style with very high criteria reach

48%. This shows that some respondents are students

who do not like long-standing discussion but

students who want to immediately do real action or

directly down the spaciousness.

Students who have pragmatic learning styles will

learn well on active activities when they are

introduced to ideas or techniques to perform as

clearly as have practical advantages and have a high

quality of appearance and they have the opportunity

to try and practice techniques / theories with expert

guidance Trusted and given the opportunity to

implement what they have learned.

Metacognitive ability in reflector learning style is

greater than the learning style of activist, theorist

and pragmatic. The results of this test show that

students who have reflector learning style have

metacognitive ability is better than students who

have learning style of activist, theorist, and

pragmatic.

The results are reinforced by the results of

research conducted Teti (2015) which shows that

reflector learning style has a greater influence on

metacognitive ability compared with other learning

styles. Students who have reflective learning styles

more time to observe before they act. They do not

want to take the initiative to act because they do not

want to be a leader. In accomodating the learning

styles of students, teachers should train students to

look at learning well, teachers should pay attention

to student learning styles according to what students

need.

Therefore, teachers must adjust the learning

model with the learning style of students. In the

learning process the teacher should act as a

facilitator by providing direction and guidance

through questions so that students ask

themselves.Siswa yang memiliki gaya belajar

pragmatis dengan kriteria sangat tinggi mencapai

48%.

4 CONCLUSIONS

That most students have metacognitive regulation

with very high criteria means that students can do

planning, goal setting, and resource allocation before

learning very well, have the skills to process

information very efficiently, can assess the way

learning and strategies used, always evaluate

Success and effectiveness of learning strategies.

That most students are very careful and very

careful, excellent listeners, always part of

participation, very methodical, not quick jump to

conclusions, always be thorough and wise, very

happy to be dibangku. But, very considerate, slow to

decide, very low self. There is a difference in

metacognitive ability seen from student learning

styles. The students' metacognitive abilities with

reflective learning styles outweigh the activist,

theoretic and pragmatic learning styles.

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