Development of an Assessment as Learning Based on an ISCACoRe Metacognitive Strategy to Improve Problem-Solving Skills
DOI:
10.29303/jppipa.v9i5.2441Published:
2023-05-31Issue:
Vol. 9 No. 5 (2023): MayKeywords:
Evaluation, Instrument, ISCACoRe, Metacognitive, Problem solvingResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
The purpose of this study is to develop an evaluation instrument for Dynamic Fluid materials with characteristics based on the ISCACoRe metacognitive strategy and determine the quality of the instrument to improve physics problem-solving skills. This study used research and development methods. The subjects of this developing study were 11th grade students at a senior high school in Yogyakarta. The ISCACoRe metacognitive strategy-based physics learning evaluation instrument was prepared in flip modules using the assessment-as-learning model, with characteristics of being independent, flexible, stimulating, and based on digital media. The instrument's validity is 86.25%, and the assessment as learning model's validity is 93.34%, indicating that the expert instrument is appropriate for use in learning evaluation activities. The level of an item's internal consistency is declared valid if  > 0.3961, a total of 8 items are accepted because  > 0.3961, and 2 items are rejected because   < 0.3961.  The Cronbach's alpha method of 0.817 and split-half of 0.875, with very high criteria, were used to obtain the results of the instrument reliability test. The experimental and control group obtained an average score of the normalized gain test (N-Gain) of 56.83%, and 44.10% respectively
References
Akbar, S. (2013). Instrumen Perangkat Pembelajaran. In Bandung. Rosdakarya.
Anggo, M. (2011). The Metacognitive Process Of Teachers College Students In Solving Mathematical Problems. Department of Mathematics Education, Yogyakarta State University, Yogyakarta.
Arikunto, S., & Lia, Y. (2009). Manajemen Pendidikan Yogyakarta. In Aditya Media.
Artz, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9, 137–175. https://doi.org/10.1207/s1532690xci0902_3
Borg, W. R., & Gall, M. D. (1983). Educational Research: An Introduction. Longman, Inc. Cohen, Bruce.
Demetriou, A., & Efklides, A. (1990). The objective and subjective structure of problem-solving abilities: metacognitive awareness from early adolescence to middle age. In Learning and intruction: European Research in an international context (pp. 161-180). Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=5170648
Garrett, A. J., Mazzocco, M. M., & Baker, L. (2006). Development of the metacognitive skills of prediction and evaluation in children with or without math disability. Learning Disabilities Research & Practice, 21(2), 77–88. https://doi.org/10.1111/j.1540-5826.2006.00208.x
Grotzer, T., & Mittlefehldt, S. (2012). The role of metacognition in students’ understanding and transfer of explanatory structures in science. Springer Journal, 40. https://doi.org/10.1007/978-94-007-2132-6_5
Hacker, D. ., & Dunlosky, J. (2003). Not all metacognition is created equal. New Directions For Teaching And Learning, 95, 73–79. Retrieved from https://eric.ed.gov/?id=EJ678807
Hayatun, S., Abu, N., & Rahman, N. A. (2015). Pengaruh Strategi Pembelajaran terhadap Kesadaran Metakognitif dan Hasil Belajar Siswa Kelas XI IPA SMAN 13 Makassar pada Materi Sistem Koloid. Jurnal Ilmiah Kimia dan Pendidikan Kimia, 16(1), 37–46. Retrieved from https://ojs.unm.ac.id/chemica/article/view/4585/2630
Hidayat, W., & Sumarmo, U. (2013). Kemampuan Komunikasi dan Berpikir Logis Matematika serta Kemandirian Belajar. Jurnal Delta-fi, 2(1). Retrieved from https://core.ac.uk/download/pdf/267889401.pdf
Kozikoğlu, İ. (2019). Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy. Journal of Social Studies Education Research, 10(2), 111–130. Retrieved from https://www.learntechlib.org/p/216567/
Lester, F. K. (1994). Musings about mathematical problem solving research. Jurnal for Research in Mathematics Education, 25(6), 660–675. https://doi.org/10.5951/jresematheduc.25.6.0660
Masidjo, I. (1995). Penilaian Pencapaian Hasil Belajar Siswa di Sekolah. Kanisius.
McLoughlin, C., & Hollingworth, R. (2001). The Weakest Link: Is Web-Based Learning Capable of Supporting Problem-Solving and Metacognition? 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Retrieved from https://www.ascilite.org/conferences/melbourne01/pdf/papers/mcloughlinc1.pdf
Modrek, A., Kuhn, D., Conway, A., & Arvidsson, T. S. (2018). Cognitive Regulation, Not Behavior Regulation, Predicts Learning. Learning and Instruction, 60, 237–244. https://doi.org/10.1016/j.learninstruc.2017.12.001
Muhali. (2013). Analisis Kemampuan Metakognitif Siswa dalam Pembelajaran Kimia SMA. Jurnal Kependidikan Kimia “Hydrogen†PKPSM IKIP Mataram, 1(1), 1–7. https://doi.org/10.33394/hjkk.v1i1.572
Muhali, M. (2014). Meningkatkan Hasil Belajar dan Kesadaran Metakognitif Siswa dalam Pembelajaran Kimia Melalui Penerapan Model Problem Based Learning (PBL). Prosiding Seminar Nasional FPMIPA IKIP Mataram. Retrieved from https://rb.gy/6clrj
Muisman. (2003). Analisis Jalur Hasil Belajar Matapelajaran Ekonomi Berdasarkan Kecerdasan, Strategi-Strategi Metakognitif dan Pengetahuan Awal. IKIP Singaraja.
Negoro, R. A., Rusilowati, A., Aji, M. P., & Jaafar, R. (2020). Critical Thinking in Physics : Momentum Critical Thinking Test for Pre- Service Teacher. Jurnal Ilmiah Pendidikan Fisika Al Biruni, 9(1), 73–86. https://doi.org/10.24042/jipfalbiruni.v9i1.4834
Norman, E., & Furnes, B. (2016). The relationship between metacognitive experiences and learning: Is there a difference between digital and nondigital study media. Computers in Human Behavior, 54, 301–309. https://doi.org/10.1016/j.chb.2015.07.043
Ozsoy, G., & Ataman, A. (2009). The Effect of Metacognitive Strategy Training on Mathematical Problem Solving Achievement. International Electronic Journal of Elementary Education, 1(2), 67–82. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/278
Panaoura, A., & Philippou, G. (2005). The measurement of young pupils’ metacognitive ability in mathematics: The case of self-representation and self-evaluation. In Proceedings of CERME (Vol. 4, pp. 1-10). Retrieved from https://www.mathematik.tu-dortmund.de/~erme/CERME4/CERME4_WG2.pdf#page=93
Putra, F., Mindyarto, B. N., & Sulhadi. (2022). Mechanical Wave Concept Inventory : Developing The Diagnostic Test Four-Tier For Evaluation. Jurnal Ilmu Pendidikan Fisika, 7(1), 30–41. http://dx.doi.org/10.26737/jipf.v7i1.2046
Rusilowati, A., Kurniawati, L., Nugroho, S. E., & Widyatmoko, A. (2016). Developing an Instrument of Scientific Literacy Asessment on the Cycle Theme. International Journal of Environmental and Science Education, 11(12), 5718–5727. Retrieved from https://eric.ed.gov/?id=EJ1115684
Thiagarajan, S. (1974). Instructional Development for Training Teachers of Exeptional Children. Indiana University.
Yerushalmi, E., & Magen, E. (2006). Same old problem, new name? Alerting students to the nature of the problem-solving process. Physics Education, 41, 161–167. https://doi.org/10.1088/0031-9120/41/2/007
Author Biographies
Desy Widaningrum, Universitas Negeri Semarang
Budi Naini Mindyarto, Universitas Negeri Semarang
Mahardika Prasetya Aji, Universitas Negeri Semarang
License
Copyright (c) 2023 DESY WIDANINGRUM
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).