Cognition Regulation of Biology Education Students

DOI

10.2991/ictte-17.2017.38How to use a DOI?

Keywords

debugging strategies; evaluation, information management strategies; monitoring; planning; regulation of cognition

Abstract

Regulation of cognition is a part of metacognition serving as a basic construction of such cognitive skills in controlling learning process as planning, information management strategies, monitoring, debugging strategies, and evaluating. This explorative survey research aimed at comparing the five component skills of regulation. Participants involved in this research were 107 students of third semester of Biology Education (BE) of Faculty of Teacher Training and Education. The participants were purposively selected. The instrument used was the Metacognitive Awareness Inventory (MAI) developed by Schraw and Denisson. Data were analyzed by Anova and were further tested with the least significant difference (LSD). This study concludes that there are significant differences among the five component skills of regulation. Such differences were getting apparent after a post hoc test had been performed, particularly in three skills of regulation. Doing evaluation presents as the lowest skill and it is not significantly different from the subscale of information management strategies. Monitoring is proved as higher skills and is significantly different from the two aforementioned skills. Debugging strategies is higher than monitoring, and planning is the highest one. Both debugging strategies and planning are not significantly different. Such differences give an overview that planning serves as an individual's top priority in learning. In certain condition, he should adapt to or change strategies with regards to the goals set in planning. In reference to such findings, it is suggested that lecturers empower their students by training their skills of regulation such as through online learning and problem-based learning.

Copyright

© 2017, 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  - Bowo Sugiharto
AU  - Aloysius Corebima
AU  - Herawati Susilo
AU  - Mr Ibrohim
PY  - 2017/10
DA  - 2017/10
TI  - Cognition Regulation of Biology Education Students
BT  - Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)
PB  - Atlantis Press
SP  - 335
EP  - 343
SN  - 2352-5398
UR  - https://doi.org/10.2991/ictte-17.2017.38
DO  - 10.2991/ictte-17.2017.38
ID  - Sugiharto2017/10
ER  -