How Extensively do Teachers Train Students' Metacognition Abilities in Physics Learning in High School?
DOI:
https://doi.org/10.21009/1.10103Keywords:
metacognition abilities, physics learning, teacher strategy, phenomenologyAbstract
Metacognition refers to the capacity to comprehend and regulate one's own cognitive processes. By cultivating students' metacognitive skills in physics education, they will acquire the ability to understand and govern their own thinking. This, in turn, will enhance the effectiveness of physics instruction by fostering student engagement and enabling them to rectify their own errors. However, previous studies have revealed a scarcity of physics teachers who integrate metacognitive training into their teaching practices. Thus, the aim of this research is to investigate the extent to which high school physics teachers in the Riau Islands Province engage in metacognitive training for their students. Employing a qualitative approach with a phenomenological method, data was collected through interviews conducted with physics teachers from local high schools. This study's participants are physics teachers in the Kepulauan Riau Province. There are a total of 25 physics teachers participating in the study. The sampling technique employed in this research is purposive sampling. During these interviews, the researchers posed open-ended questions to elicit insights into physics teachers' experiences with the cultivation of metacognitive skills in their students during physics lessons. According to the study's findings, physics teachers in the Riau Islands Province are indeed training their students in indicators of metacognitive abilities. However, we observed that some teachers remain unaware that the exercises they assign inherently serve as indicators of metacognitive skills. This lack of awareness is attributed to a deficient understanding among teachers regarding the nature of metacognition.
References
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Haeruddin, H., Prasetyo, Z.K., Sesa, E. and Lembah, G. (2020). Psychometric and Structural Evaluation of the Physics Metacognition Inventory Instrument. European Journal of Educational Research, 9(1). doi:https://doi.org/10.12973/eu-jer.9.1.215.
Irma, Moh., Jumadi, J., Kuswanto, H. and Anas, M. (2021). The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model. European Journal of Educational Research, 10(4), pp.2133–2144. doi:https://doi.org/10.12973/eu-jer.10.4.2133.
Jiang, Y., Ma, L. and Gao, L. (2016). Assessing teachers’ metacognition in teaching: The Teacher Metacognition Inventory. Teaching and Teacher Education, 59, pp.403–413. doi:https://doi.org/10.1016/j.tate.2016.07.014.
Kanyesigye, S.T., Uwamahoro, J. and Kemeza, I. (2022a). Data collected to measure the impact of problem-based learning and document physics classroom practices among Ugandan secondary schools. Data in Brief, 44, p.108534. doi:https://doi.org/10.1016/j.dib.2022.108534.
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Makkonen, T., Tirri, K. and Lavonen, J. (2021). Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students. Journal of Advanced Academics, 32(4), pp.501–532. doi:https://doi.org/10.1177/1932202x211018644.
Meyer, J., Wilcox, B. and Finkelstein, N. (2024). Ethics education in the quantum information science classroom: Exploring attitudes, barriers, and opportunities. arXiv preprint arXiv.
Obilor, E.I. (2023). Convenience and purposive sampling techniques: Are they the same? International Journal of Innovative Social & Science Education Research, pp.1–7.
Ozturk, N. (2017). Assessing Metacognition: Theory and Practices. International Journal of Assessment Tools in Education, 4(2), pp.134–134. doi:https://doi.org/10.21449/ijate.298299.
Pane, A.N., Andra, D. and Wayan Distrik, I. (2021). The development physics e-module based PBL–Integrated STEM to improve higher-order thinking skills on static fluid material. Journal of Physics: Conference Series, 1796(1), p.012086. doi:https://doi.org/10.1088/1742-6596/1796/1/012086.
Pirrie, S., Tungate, G., Kokalova, T., Wheldon, C., Nikolopoulos, K., Rita, P.S. and Turner, A. (2020). Undergraduate experiments with a 44Ti source. European Journal of Physics, 42(1), p.015805. doi:https://doi.org/10.1088/1361-6404/abbca3.
Prytula, M.P. (2012). Teacher Metacognition within the Professional Learning Community. International Education Studies, 5(4). doi:https://doi.org/10.5539/ies.v5n4p112.
Putra, P.D.A., Sulaeman, N.F., Supeno and Wahyuni, S. (2021). Exploring Students’ Critical Thinking Skills Using the Engineering Design Process in a Physics Classroom. The Asia-Pacific Education Researcher, 32. doi:https://doi.org/10.1007/s40299-021-00640-3.
Rahim, F.R., Sari, S.Y., Sundari, P.D., Aulia, F. and Fauza, N. (2022). Interactive design of physics learning media: The role of teachers and students in a teaching innovation. Journal of Physics: Conference Series, 2309(1), p.012075. doi:https://doi.org/10.1088/1742-6596/2309/1/012075.
Sahidu, H., Susilawati, Zuhdi, M. and Rokhmat, J. (2021). Student score and responses to the analogy approach in learning physics in terms of gender and parents’ work. Journal of Physics: Conference Series, 1816(1), p.012070. doi:https://doi.org/10.1088/1742-6596/1816/1/012070.
Santyasa, I.W., Rapi, N.K. and Sara, I.W.W. (2020). Project Based Learning and Academic Procrastination of Students in Learning Physics. International Journal of Instruction, 13(1), pp.489–508. doi:https://doi.org/10.29333/iji.2020.13132a.
Sart, G. (2014). The Effects of the Development of Metacognition on Project-based Learning. Procedia - Social and Behavioral Sciences, [online] 152, pp.131–136. doi:https://doi.org/10.1016/j.sbspro.2014.09.169.
Scanlon, E.M., Vignal, M., Wilcox, B.R. and Chini, J.J. (2021). Students’ use of disability accommodations in emergency remote teaching. In: 2021 PERC Proceedings. doi:https://doi.org/10.1119/perc.2021.pr.scanlon.
Serevina, V., Raihanati and Andriana, W. (2020). Development of website on General Physics subject to increase analytical skills of students. Journal of Physics: Conference Series, 1481(1), p.012081. doi:https://doi.org/10.1088/1742-6596/1481/1/012081.
Sunaryo, S., Serevina, V., Khairunisa, S.G. and Hasni, M.R. (2022). Development of Physics Learning Interactive Multimedia Integrated with Student Worksheets on the Subject of Vibration for High School Students. Journal of physics. Conference series, 2309(1), pp.012070–012070. doi:https://doi.org/10.1088/1742-6596/2309/1/012070.
Taasoobshirazi, G. and Farley, J. (2013). Construct Validation of the Physics Metacognition Inventory. International Journal of Science Education, 35(3), pp.447–459. doi:https://doi.org/10.1080/09500693.2012.750433.
Taasoobshirazi, G., Bailey, M. and Farley, J. (2015). Physics Metacognition Inventory Part II: Confirmatory factor analysis and Rasch analysis. International Journal of Science Education, 37(17), pp.2769–2786. doi:https://doi.org/10.1080/09500693.2015.1104425.
Wenno, I.H., Limba, A. and Silahoy, Y.G.M. (2022). The development of physics learning tools to improve critical thinking skills. International Journal of Evaluation and Research in Education (IJERE), 11(2), p.862. doi:https://doi.org/10.11591/ijere.v11i2.21621.
Widyaningsih, S.W. and Yusuf, I. (2019). Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses. International Journal of Higher Education, 9(1), p.60. doi:https://doi.org/10.5430/ijhe.v9n1p60.
Winarti, W., Ambaryani, S.E. and Putranta, H. (2022). Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving. International Journal of Instruction, 15(2), pp.139–154. doi:https://doi.org/10.29333/iji.2022.1528a.
Wulandari, D., Hariyono, E., Suprapto, N., Hidaayatullaah, H.N. and Prahani, B.K. (2021). Profile of Students’ Creative Thinking Skills on Global Warming Material: Gender Perspective in Physics Learning. Journal of Physics: Conference Series, 2110(1), p.012028. doi:https://doi.org/10.1088/1742-6596/2110/1/012028.
Yanti, F.A., Kuswanto, H., Mundilarto, M. and Habibi, H. (2019). Development of Cooperative Research Project Based Learning Models to Improve Research and Communication Skills for Prospective Physics Teachers in Indonesia. International Journal of Engineering and Advanced Technology, 8(5C), pp.740–746. doi:https://doi.org/10.35940/ijeat.e1105.0585c19.
Yapijakis, C. and Chrousos, G.P. (2022). Epicurean Stability (eustatheia): A Philosophical Approach of Stress Management. Conatus, 7(2), pp.173–190. doi:https://doi.org/10.12681/cjp.31769.
Agazzi, E. (2021). The Multiple Aspects of the Philosophy of Science. Axiomathes, 31(6), pp.677–693. doi:https://doi.org/10.1007/s10516-021-09568-1.
Akturk, A.O. and Sahin, I. (2011). Literature Review on Metacognition and Its Measurement. Procedia - Social and Behavioral Sciences, [online] 15(15), pp.3731–3736. doi:https://doi.org/10.1016/j.sbspro.2011.04.364.
Asrizal, A., Mardian, V., Novitra, F. and Festiyed, F. (2022). Physics electronic teaching material-integrated STEM education to promote 21st-century skills. Cypriot Journal of Educational Sciences, 17(8), pp.2899–2914. doi:https://doi.org/10.18844/cjes.v17i8.7357.
Bonafide, D.Y., Yuberti, Saregar, A. and Fasa, M.I. (2021). Problem-based learning model on students’ critical-thinking skills: A meta-analysis study. Journal of Physics: Conference Series, 1796(1), p.012075. doi:https://doi.org/10.1088/1742-6596/1796/1/012075.
Branigan, H.E. and Donaldson, D.I. (2020). Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions. Thinking Skills and Creativity, 38, p.100718. doi:https://doi.org/10.1016/j.tsc.2020.100718.
Cwik, S. and Singh, C. (2022). Longitudinal analysis of women and men’s motivational beliefs in a two-semester introductory physics course sequence for students on the bioscience track. Physical review, 18(2). doi:https://doi.org/10.1103/physrevphyseducres.18.020111.
Docktor, J.L. and Mestre, J.P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2). doi:https://doi.org/10.1103/physrevstper.10.020119.
Etikan, I., Musa, S.A. and Alkassim, R.S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), pp.1–4. doi:https://doi.org/10.11648/j.ajtas.20160501.11.
Fauzana, Y., Ratnawulan and Usmeldi (2019). The effectiveness of physics learning materials using problem-based learning model integrated with local wisdom. Journal of Physics: Conference Series, 1185, p.012087. doi:https://doi.org/10.1088/1742-6596/1185/1/012087.
Firdaus, T., Setiawan, W. and Hamidah, I. (2017). The Kinematic Learning Model using Video and Interfaces Analysis. Journal of Physics: Conference Series, 895, p.012108. doi:https://doi.org/10.1088/1742-6596/895/1/012108.
Fleur, D.S., Bredeweg, B. and van den Bos, W. (2021). Metacognition: ideas and insights from neuro- and educational sciences. npj Science of Learning, [online] 6(1), pp.1–11. doi:https://doi.org/10.1038/s41539-021-00089-5.
Flynn, S.V. and Korcuska, J.S. (2018). Credible Phenomenological Research: A Mixed-Methods Study. Counselor Education and Supervision, 57(1), pp.34–50. doi:https://doi.org/10.1002/ceas.12092.
Fonseca, W.D., Brandão, E., Mareze, P.H., Melo, G., Tenenbaum, R.A., Santos, C. dos and Paixão, D. (2022). Acoustical engineering: A complete academic undergraduate program in Brazil. The Journal of the Acoustical Society of America, 152(2), pp.1180–1191. doi:https://doi.org/10.1121/10.0013570.
Gok, T. (2010). The General Assessment of Problem Solving Processes and Metacognition in Physics Education. International Journal of Physics & Chemistry Education, 2(2), pp.110–122. doi:https://doi.org/10.51724/ijpce.v2i2.186.
Haeruddin, H., Prasetyo, Z.K. and Supahar, S. (2020). The Development of a Metacognition Instrument for College Students to Solve Physics Problems. International Journal of Instruction, 13(1), pp.767–782. doi:https://doi.org/10.29333/iji.2020.13149a.
Haeruddin, H., Prasetyo, Z.K., Sesa, E. and Lembah, G. (2020). Psychometric and Structural Evaluation of the Physics Metacognition Inventory Instrument. European Journal of Educational Research, 9(1). doi:https://doi.org/10.12973/eu-jer.9.1.215.
Irma, Moh., Jumadi, J., Kuswanto, H. and Anas, M. (2021). The Indonesian Version of the Physics Metacognition Inventory: Confirmatory Factor Analysis and Rasch Model. European Journal of Educational Research, 10(4), pp.2133–2144. doi:https://doi.org/10.12973/eu-jer.10.4.2133.
Jiang, Y., Ma, L. and Gao, L. (2016). Assessing teachers’ metacognition in teaching: The Teacher Metacognition Inventory. Teaching and Teacher Education, 59, pp.403–413. doi:https://doi.org/10.1016/j.tate.2016.07.014.
Kanyesigye, S.T., Uwamahoro, J. and Kemeza, I. (2022a). Data collected to measure the impact of problem-based learning and document physics classroom practices among Ugandan secondary schools. Data in Brief, 44, p.108534. doi:https://doi.org/10.1016/j.dib.2022.108534.
Kanyesigye, S.T., Uwamahoro, J. and Kemeza, I. (2022b). The Effect of Professional Training on In-service Secondary School Physics ‘Teachers’ Motivation to Use Problem-Based Learning. International Journal of Learning, Teaching and Educational Research, 21(8), pp.271–287. doi:https://doi.org/10.26803/ijlter.21.8.16.
Kralik, J.D., Lee, J.H., Rosenbloom, P.S., Jackson, P.C., Epstein, S.L., Romero, O.J., Sanz, R., Larue, O., Schmidtke, H.R., Lee, S.W. and McGreggor, K. (2018). Metacognition for a Common Model of Cognition. Procedia Computer Science, [online] 145, pp.730–739. doi:https://doi.org/10.1016/j.procs.2018.11.046.
Mahdavi, M. (2014). International Journal of Multidisciplinary and Current Research An Overview: Metacognition in Education. International Journal of Multidisciplinary and Current Research, [online] 2. Available at: http://ijmcr.com/wp-content/uploads/2014/05/Paper5529-535.pdf.
Makkonen, T., Tirri, K. and Lavonen, J. (2021). Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students. Journal of Advanced Academics, 32(4), pp.501–532. doi:https://doi.org/10.1177/1932202x211018644.
Meyer, J., Wilcox, B. and Finkelstein, N. (2024). Ethics education in the quantum information science classroom: Exploring attitudes, barriers, and opportunities. arXiv preprint arXiv.
Obilor, E.I. (2023). Convenience and purposive sampling techniques: Are they the same? International Journal of Innovative Social & Science Education Research, pp.1–7.
Ozturk, N. (2017). Assessing Metacognition: Theory and Practices. International Journal of Assessment Tools in Education, 4(2), pp.134–134. doi:https://doi.org/10.21449/ijate.298299.
Pane, A.N., Andra, D. and Wayan Distrik, I. (2021). The development physics e-module based PBL–Integrated STEM to improve higher-order thinking skills on static fluid material. Journal of Physics: Conference Series, 1796(1), p.012086. doi:https://doi.org/10.1088/1742-6596/1796/1/012086.
Pirrie, S., Tungate, G., Kokalova, T., Wheldon, C., Nikolopoulos, K., Rita, P.S. and Turner, A. (2020). Undergraduate experiments with a 44Ti source. European Journal of Physics, 42(1), p.015805. doi:https://doi.org/10.1088/1361-6404/abbca3.
Prytula, M.P. (2012). Teacher Metacognition within the Professional Learning Community. International Education Studies, 5(4). doi:https://doi.org/10.5539/ies.v5n4p112.
Putra, P.D.A., Sulaeman, N.F., Supeno and Wahyuni, S. (2021). Exploring Students’ Critical Thinking Skills Using the Engineering Design Process in a Physics Classroom. The Asia-Pacific Education Researcher, 32. doi:https://doi.org/10.1007/s40299-021-00640-3.
Rahim, F.R., Sari, S.Y., Sundari, P.D., Aulia, F. and Fauza, N. (2022). Interactive design of physics learning media: The role of teachers and students in a teaching innovation. Journal of Physics: Conference Series, 2309(1), p.012075. doi:https://doi.org/10.1088/1742-6596/2309/1/012075.
Sahidu, H., Susilawati, Zuhdi, M. and Rokhmat, J. (2021). Student score and responses to the analogy approach in learning physics in terms of gender and parents’ work. Journal of Physics: Conference Series, 1816(1), p.012070. doi:https://doi.org/10.1088/1742-6596/1816/1/012070.
Santyasa, I.W., Rapi, N.K. and Sara, I.W.W. (2020). Project Based Learning and Academic Procrastination of Students in Learning Physics. International Journal of Instruction, 13(1), pp.489–508. doi:https://doi.org/10.29333/iji.2020.13132a.
Sart, G. (2014). The Effects of the Development of Metacognition on Project-based Learning. Procedia - Social and Behavioral Sciences, [online] 152, pp.131–136. doi:https://doi.org/10.1016/j.sbspro.2014.09.169.
Scanlon, E.M., Vignal, M., Wilcox, B.R. and Chini, J.J. (2021). Students’ use of disability accommodations in emergency remote teaching. In: 2021 PERC Proceedings. doi:https://doi.org/10.1119/perc.2021.pr.scanlon.
Serevina, V., Raihanati and Andriana, W. (2020). Development of website on General Physics subject to increase analytical skills of students. Journal of Physics: Conference Series, 1481(1), p.012081. doi:https://doi.org/10.1088/1742-6596/1481/1/012081.
Sunaryo, S., Serevina, V., Khairunisa, S.G. and Hasni, M.R. (2022). Development of Physics Learning Interactive Multimedia Integrated with Student Worksheets on the Subject of Vibration for High School Students. Journal of physics. Conference series, 2309(1), pp.012070–012070. doi:https://doi.org/10.1088/1742-6596/2309/1/012070.
Taasoobshirazi, G. and Farley, J. (2013). Construct Validation of the Physics Metacognition Inventory. International Journal of Science Education, 35(3), pp.447–459. doi:https://doi.org/10.1080/09500693.2012.750433.
Taasoobshirazi, G., Bailey, M. and Farley, J. (2015). Physics Metacognition Inventory Part II: Confirmatory factor analysis and Rasch analysis. International Journal of Science Education, 37(17), pp.2769–2786. doi:https://doi.org/10.1080/09500693.2015.1104425.
Wenno, I.H., Limba, A. and Silahoy, Y.G.M. (2022). The development of physics learning tools to improve critical thinking skills. International Journal of Evaluation and Research in Education (IJERE), 11(2), p.862. doi:https://doi.org/10.11591/ijere.v11i2.21621.
Widyaningsih, S.W. and Yusuf, I. (2019). Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses. International Journal of Higher Education, 9(1), p.60. doi:https://doi.org/10.5430/ijhe.v9n1p60.
Winarti, W., Ambaryani, S.E. and Putranta, H. (2022). Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving. International Journal of Instruction, 15(2), pp.139–154. doi:https://doi.org/10.29333/iji.2022.1528a.
Wulandari, D., Hariyono, E., Suprapto, N., Hidaayatullaah, H.N. and Prahani, B.K. (2021). Profile of Students’ Creative Thinking Skills on Global Warming Material: Gender Perspective in Physics Learning. Journal of Physics: Conference Series, 2110(1), p.012028. doi:https://doi.org/10.1088/1742-6596/2110/1/012028.
Yanti, F.A., Kuswanto, H., Mundilarto, M. and Habibi, H. (2019). Development of Cooperative Research Project Based Learning Models to Improve Research and Communication Skills for Prospective Physics Teachers in Indonesia. International Journal of Engineering and Advanced Technology, 8(5C), pp.740–746. doi:https://doi.org/10.35940/ijeat.e1105.0585c19.
Yapijakis, C. and Chrousos, G.P. (2022). Epicurean Stability (eustatheia): A Philosophical Approach of Stress Management. Conatus, 7(2), pp.173–190. doi:https://doi.org/10.12681/cjp.31769.
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Published
2024-05-30
How to Cite
Alpindo, O., Istiyono, E., & Widihastuti, W. (2024). How Extensively do Teachers Train Students’ Metacognition Abilities in Physics Learning in High School?. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 10(1), 27–38. https://doi.org/10.21009/1.10103
