The Interconnection Between Students’ Meta-Affective, Meta-cognitive and Achievement in Science Learning

DOI

10.2991/assehr.k.210715.043How to use a DOI?

Keywords

students’ meta-affective, students’ meta-cognitive, students’ achievement, science learning

Abstract

Meta-affective ability reflects by students’ awareness on their emotional while meta-cognitive ability describes when students concern about their strategies to think during science learning. Furthermore, these abilities can be affected on students’ achievement especially in conceptual mastery about science. The present study aims to analysis whether there is interconnection or not between these three variables. An instrument set of Meta-Affective Trait Scale (MATS) and Metacognitive Awareness Inventory (MAI) was distributed to 205 Indonesian secondary students (7th grade= 102, 8th grade= 103) while students’ achievement presented by students’ science score. Data were analysed using Pearson correlation analysis. The finding describes that the correlation between students’ meta-affective and meta-cognitive is significant with strong value as well as students’ meta-cognitive and achievement. In contrast, there is no correlation between students’ meta-affective and achievement.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Lilit Rusyati
AU  - Nuryani Y. Rustaman
AU  - Ari Widodo
AU  - Minsu Ha
PY  - 2021
DA  - 2021/07/17
TI  - The Interconnection Between Students’ Meta-Affective, Meta-cognitive and Achievement in Science Learning
BT  - Proceedings of the 5th Asian Education Symposium 2020 (AES 2020)
PB  - Atlantis Press
SP  - 200
EP  - 201
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210715.043
DO  - 10.2991/assehr.k.210715.043
ID  - Rusyati2021
ER  -