Strategies of Metacognition Based on Behavioural Learning to Improve Metacognition Awareness and Mathematics Ability of Students

Autor/inn/en	Salam, Mohamad; Misu, La; Rahim, Utu; Hindaryatiningsih, Nanik; Ghani, Abd Rahman A.
Titel	Strategies of Metacognition Based on Behavioural Learning to Improve Metacognition Awareness and Mathematics Ability of Students
Quelle	In: International Journal of Instruction, 13 (2020) 2, S.61-72 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Metacognition; Learning Strategies; Behavioral Objectives; Mathematics Achievement; Foreign Countries; College Students; Calculus; College Mathematics; Teaching Methods; Cooperative Learning; Indonesia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Collegestudent; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Indonesien
Abstract	This study aims to develop student metacognition strategies based on behavioural learning in improving the mathematical abilities of students of mathematics education. There are two components developed in this study, namely: (1) Development of strategies to foster student metacognition based on behavioural learning, and (2) Development of learning tools consisting of: (a) test and search interview guidance levels or levels of student metacognition, and ( b) test students' mathematical abilities. The stages of developing this learning model refer to the four stages of developing a model known as the 4-D model, namely define, design, develop, and disseminate. Based on the process of developing the model, the following behavioural-based metacognition models/strategies were established. (1) Selection of learning approaches using a cooperative approach of Think Pair Share (TPS) type. (2) Studying lecture material by discussing with their partners. (3) Presenting lecture material by group members appointed in turn in front of the class. (4) Member response another group of material offerings from the presenter group. and (5) Giving a summary or affirmation of the material as well as positive reinforcement and negative reinforcement. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01