The Development of Rubric to Assess Metacognition Knowledge
Eda Lolo Allo, Anna Permanasari, Sri Redjeki, Wiji Wiji
Eda Lolo Allo
Available Online April 2019.
- https://doi.org/10.2991/aes-18.2019.122How to use a DOI?
- rubric; instrucional design; metacognition
- Prospective teacher's metacognition knowledge such as declarative knowledge, procedural knowledge, and conditional knowledge is becoming crucial in the development of an efficient learning design. This lead to the urgency in measuring the level of metacognitive knowledge of prospective teachers. Currently, rubric to measure prospective teacher's metacognition knowledge in designing learning instruction is very limited. Therefore, this study aims to develop a rubric to assess metacognition knowledge in designing learning instruction. The Research and development methods are employed with the development design model including the preliminary study phase, development study phase, and evaluation stage. The rubric prototype resulted includes declarative, procedural and conditional knowledge in designing learning instruction on GPA aspects, learning objectives, learning materials, learning strategies, learning steps, learning media, learning resources, and learning outcomes assessment.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Eda Lolo Allo AU - Anna Permanasari AU - Sri Redjeki AU - Wiji Wiji PY - 2019/04 DA - 2019/04 TI - The Development of Rubric to Assess Metacognition Knowledge BT - 3rd Asian Education Symposium (AES 2018) PB - Atlantis Press SP - 549 EP - 552 SN - 2352-5398 UR - https://doi.org/10.2991/aes-18.2019.122 DO - https://doi.org/10.2991/aes-18.2019.122 ID - Allo2019/04 ER -