The Relationship Between Metacognitive Ability and Self-directed Learning of Chemistry Education Students as Prospective Teacher

Natalia Candrawinata, Erlina Erlina, Maria Ulfah

Abstract


Metacognitive ability and self-directed learning are crucial aspects to consider because good metacognitive skills are closely linked to academic success and self-directed learning. Students with strong metacognitive abilities are generally more capable of planning, monitoring, and evaluating their learning activities effectively. This study utilized a descriptive quantitative method with a correlational approach to examine the relationship between two variables: metacognitive ability and self-directed learning. The research was conducted in the Chemistry Education Program at FKIP Untan, focusing on 51 sixth-semester students for the academic year 2023/2024. Data were collected through indirect communication methods using the MAIT-18 and a self-directed learning questionnaire. The data analysis used descriptive statistical methods. The results indicated that the percentages of metacognitive ability and self-directed learning among sixth-semester Chemistry Education students were 79% and 68%, respectively. The Spearman Rank correlation test revealed a significance value of 0.478 >  0.05. Therefore, H0 is accepted and Ha is rejected, indicating that there is no significant relationship between metacognitive ability and self-directed learning among the students of the Chemistry Education Program at FKIP Untan.


Keywords


Relationship; Metacognitive Ability; Self-directed Learning

Full Text:

PDF

References


Adiansyah, R. (2022). Profil Keterampilan Metakognitif Mahasiswa Calon Guru Biologi di Universitas Muhammadiyah Bone. Al-Nafis: Jurnal Biologi Dan Pendidikan Biologi, 2(1), 27–37. http://journal.iain-ternate.ac.id/index.php/Al-Nafis/index

Alhayat, A., Masriani, M., Rasmawan, R., Hairida, H., & Erlina, E. (2022). Profil Kemampuan Mahasiswa Pendidikan Kimia dalam Menyelesaikan Masalah Kontekstual Kimia. Edukatif : Jurnal Ilmu Pendidikan, 4(3), 3998–4009. https://doi.org/10.31004/edukatif.v4i3.2743

Alkadrie, R. P., Mirza, A., Prodi, H., Matematika, P., & Pontianak, U. (2015). Faktor-Faktor Yang Mempengaruhi Level Metakognisi Dalam Pemecahan Masalah Pertidaksamaan Kuadrat Di Sma. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 4(12), 1–13.

Asmawati, A., Risnawati, R., & Muhandaz, R. (2019). Pengaruh Penerapan Strategi Pembelajaran Metakognitif terhadap Kemampuan Koneksi Matematis Berdasarkan Kemandirian Belajar Siswa SMP/MTs. JURING (Journal for Research in Mathematics Learning), 2(3), 273. https://doi.org/10.24014/juring.v2i3.7813

Astuti, B. (2019). Profil kemandirian belajar mahasiswa bimbingan dan konseling. Jurnal Penelitian Ilmu Pendidikan, 12(1), 63–74. https://doi.org/10.21831/jpipfip.v12i1.24327

DN, K., Asikin, M., & Sugiman, S. (2022). Systematic Literature Review : Koneksi Matematika dan Kemandirian Belajar. Didactical Mathematics, 4(2), 323–335. https://doi.org/10.31949/dm.v4i2.2530

Ghofar, A., & Wicaksono, C. (2018). Perbandingan Kemampuan Kognitif Dan Metakognitif Mahasiswa Dengan Gaya Belajar Yang Berbeda 1. Media Penelitian Pendidikan, 10(2), 142–153.

Iskandar, S. M. (2014). Pendekatan Keterampilan Metakognitif Dalam Pembelajaran Sains Di Kelas. Erudio Journal of Educational Innovation, 2(2), 13–20. https://doi.org/10.18551/erudio.2-2.3

Kallio, H., Virta, K., Kallio, M., Virta, A., Hjardemaal, F. R., & Sandven, J. (2017). The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers. Journal of Education and Learning, 6(4), 78. https://doi.org/10.5539/jel.v6n4p78

Kurnia Bungsu, T., Vilardi, M., Akbar, P., Bernard, M., Siliwangi, I., Terusan, J. L., Sudirman, J., Tengah, C., Cimahi, K., & Barat, J. (2019). Pengaruh Kemandirian Belajar Terhadap Hasil Belajar Matematika Di Smkn 1 Cihampelas. Journal on Education, 1(2), 382–389.

Marhaendra, G. Y., Keliat, N. R., & Tapilouw, M. C. (2023). Profil Kesadaran Metakognitif Siswa SMA. Jurnal Pendidikan Dan Kebudayaan, 13(3), 288.

Permata, V. W., Sahputra, R., Erlina*, E., Sartika, R. P., & Rasmawan, R. (2022). Hubungan Antara Kemandirian Belajar dengan Hasil Belajar Kimia Kelas X MIPA di SMA Negeri 6 Pontianak. Jurnal IPA & Pembelajaran IPA, 6(4), 423–437. https://doi.org/10.24815/jipi.v6i4.27418

Santoso, G., Hidayat, M. N. S., Murod, M., Susilahati, Solehudin, & Asbari, M. (2023). Transformasi Literasi Informasi Guru Menuju Kemandirian Belajar. Jurnal Pendidikan Transformatif (Jupetra), 02(01), 100–106. https://jupetra.org/index.php/jpt/article/view/130/37

Sastria, E., Afrillia, H., Zebua, D. R. Y., & Ferry, D. (2023). Korelasi Keterampilan Metakognitif Terhadap Kemampuan Siswa Dalam Memecahkan Masalah dengan menggunakan Model Pembelajaran Project Based Learning (PjBL). Jurnal Biotek, 11(1), 28–44.

Sugiyono. (2016). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D) (23rd ed.). 2016.

Sumila, S., Sahputra, R., Erlina, E., Enawaty, E., & Sasri, R. (2023). Metacognitive Assesment Profile of Prospective Chemistry Educators. JTK (Jurnal Tadris Kimiya), 8(2), 133–145. https://doi.org/10.15575/jtk.v8i2.28147




DOI: https://doi.org/10.33394/hjkk.v12i4.12349

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.