The Metacognition of Pre-Service Biology Teachers: Awareness, Skills, Understanding, and Practices
Ahmad Fauzi, Wasiatus Sa’diyah
Available Online October 2019.
- https://doi.org/10.2991/iccd-19.2019.8How to use a DOI?
- Metacognition-based learning, metacognitive awareness, metacognitive understanding, metacognitive skills, Pre-service biology teacher.
- Metacognition is the basic competency to become an independent learner. Unfortunately, the level of understanding and empowering this competency are still very low in Indonesia. This mixed-method study aimed to show the metacognition level and understanding about metacognition-based learning of Pre-service teachers. The subjects of this study were 39 last-term students majoring Biology Education Program in Malang. The metacognitive awareness inventory and metacognitive skills rubric were used to collect students' metacognition level data, while open-ended questions were used to find out students' understanding about metacognition as well as metacognition-based learning. Data on students' metacognitive awareness and skills were analyzed using descriptive statistics, while qualitative coding and analysis were carried out to find out students' understanding about metacognition and metacognition-based learning. The findings showed that the level of metacognitive awareness of Pre-service biology teachers was good, while their skills were relatively low. This study also showed that many Pre-service teachers did not understand what metacognition is and how to empower it. Therefore, it needs to increase teachers’ competencies regarding to metacognition in Indonesia.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Ahmad Fauzi AU - Wasiatus Sa’diyah PY - 2019/10 DA - 2019/10 TI - The Metacognition of Pre-Service Biology Teachers: Awareness, Skills, Understanding, and Practices BT - Proceedings of the 6th International Conference on Community Development (ICCD 2019) PB - Atlantis Press SP - 27 EP - 32 SN - 2352-5398 UR - https://doi.org/10.2991/iccd-19.2019.8 DO - https://doi.org/10.2991/iccd-19.2019.8 ID - Fauzi2019/10 ER -