Using Self-Regulated Learning to Promote Students Metacognitive Awareness in Learning Electricity Miftah Khairina Bahari (a*), Ari Widodo (b), Nanang Winarno (a)
a) Department of Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi 229, Bandung, 40154, Indonesia
*dita.khairina[at]yahoo.com
b) Department of Biology Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi 229, Bandung, 40154, Indonesia
Abstract
Traditionally taught classes often fail to keep the students active independently and the observed students are shown to be lacking is their metacognitive awareness. Metacognitive awareness is an important aspect to develop as metacognitive knowledge is task or domain-specific and therefore, possibly compensate low ability in concept mastery or lack of relevant prior knowledge. This study aims to investigate the effect of self-regulated learning on students’ metacognitive awareness. The method used is a weak experiment method. The sample is taken from grade 7 students in one of the secondary schools in Bandung, Indonesia. The sample includes 27 students consisting of 14 females and 13 males. Self-regulated learning is also found to have N-gain value of 0.19 meaning that there is a low improvement in students’ metacognitive awareness. The treatment improves the domain of procedural knowledge the highest out of eight aspects in metacognitive awareness. This research also shows that the difference in the result of the application of self-regulated learning in different gender is that it results in higher metacognitive awareness in female students. This research will be beneficial for researchers by providing them further materials and data on how self-regulated learning affects students’ metacognitive awareness.
