Identifying Student Metacognitive Characteristics in Problem Solving on Hidydrocarbons Lesson Miterianifa (a*), Lidya Utari (b), Arif Yasthophi (c), Ira Mahartika (d))
a,b,c,d) Department of Chemistry Education
Universitas Islam Negeri Sultan Syarif Kasim
Jl. HR. Soebrantas, Pekanbaru, Riau 28293, Indonesia
*miterianifa[at]uin-suska.ac.id
Abstract
Identifying metacognitive characteristics is important to see how far students are able to organize cognitive knowledge and regulation in learning. This research aimed at finding out student characteristics and metacognitive level at the eleventh grade of State Islamic Senior High School 4 Kampar. This research was carried out in the Academic Year of 2023/2024 at State Islamic Senior High School 4 Kampar with Hydrocarbons lesson. Quantitative descriptive method was used in this research. The samples were 13 students selected by using purposive sampling technique. The instruments used in this research were essay test questions and MAI questionnaires adapted to metacognitive indicators. The data analysis results of metacognitive characteristics for each indicator showed that the mean score for declarative indicator was 92.40% with very good category, procedural indicator was 60.26% with poor category, and conditional indicator was 59.62% with very poor category. In metacognitive level, the data analysis results of each indicator showed that, for cognitive regulation, the mean score obtained for the planning indicator was 85.54% with very good category, information management strategy was 77.56% with good category, monitoring of understanding was 76.93% with good category, debugging strategy was 90.38% with very good category, and evaluation was 81.41% with very good category- the cognitive knowledge of each indicator showed that the result for the declarative indicator was 79.62% with good category, the procedural indicator was 76.92% with good category, and the conditional indicators was 85% with very good category. It was hoped that the research findings could help teachers to better implement learning strategies that could facilitate students in improving metacognitive abilities.
