The profile of students’ metacognition and students’ critical thinking: Is it correlate?

Cladinea Mahfira; Hera Novia; Lilit Rusyati

doi:10.21831/jppfa.v12i1.77117

The profile of students’ metacognition and students’ critical thinking: Is it correlate?

Cladinea Mahfira, Universitas Pendidikan Indonesia, Indonesia
Hera Novia, Universitas Pendidikan Indonesia, Indonesia
Lilit Rusyati, Universitas Pendidikan Indonesia, Indonesia

10.21831/jppfa.v12i1.77117

Abstract

According to ATCS21, critical thinking is crucial for navigating modern complexities, driving innovation, and contributing to society. Research has shown a simultaneous occurrence of metacognitive strategies and high-level cognitive functions like critical thinking, as metacognition helps individuals monitor and adjust their cognitive processes (Mitsea & Drigas, 2019; Yerdelen-Damar & Eryılmaz, 2021). This study aimed to examine the profile of students' critical thinking and metacognition, and their correlation. Using a descriptive survey method, data were collected from 60 junior high school students via the Metacognitive Awareness Inventory (MAI) and Critical Thinking Test (Cronbach’s Alpha 0.725). Generally, students' metacognition, in terms of knowledge and regulation, meet an OK criteria, indicating awareness and effective use of learning strategies. While students displayed good abilities in determining assumptions and drawing conclusions while the ability to estimate implications, create questions and determine goals, apply concepts, manage information and differentiate points of view still needs to be improved. Furthermore, there is a positive correlation between students' metacognitive and critical thinking in general. These findings are able to provide valuable insights that can be utilized to enhance the development of metacognitive and critical thinking.

Keywords

Critical thinking; metacognition; Metacognitive Awareness Inventory (MAI); junior high school students

References

Adam, M. P., Melissa, S., Medina, & Ashley, N. C. (2019). Developing Critical Thinking Skills in Pharmacy Students. American Journal of Pharmaceutical Education, 2(83). https://doi.org/doi.org/10.5688/ajpe7033

Akcaoğlu, M. Ö., Mor, E., & Külekçi, E. (2023). The mediating role of metacognitive awareness in the relationship between critical thinking and self-regulation. Thinking Skills and Creativity, 47.

Amin, A. M., Corebima, A. D., Zubaidah, S., & Mahanal, S. (2020). The correlation between metacognitive skills and critical thinking skills at the implementation of four different learning strategies in animal physiology lectures. European Journal of Educational Research, 9(1), 143–163. https://doi.org/10.12973/eu-jer.9.1.143

Dessie, E., Gebeyehu, D., & Eshetu, F. (2024). Motivation, conceptual understanding, and critical thinking as correlates and predictors of metacognition in introductory physics. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2290114

Dori, Y. J., Avargil, S., Kohen, Z., & Saar, L. (2018). Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education, 40(10), 1198–1220. https://doi.org/10.1080/09500693.2018.1470351

Drigas, A., & Mitsea, E. (2020). The 8 pillars of metacognition. International Journal of Emerging Technologies in Learning (IJET), 15(21), 162–178. https://doi.org/https://doi.org/10.3991/ijet.v15i21.14907

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/https://doi.org/10.1037/0003-066x.34.10.906

Gotoh, Y. (2016). Development of critical thinking with metacognitive regulation. International Conference on Cognition and Exploratory Learning in Digital Age.

Hapsari, N. D., & Widodo, A. (2016). Meningkatkan pengetahuan dan keterampilan metakognisi siswa melalui bahan ajar berbasis konstruktivis-metakognitif.

Howard, J. B. (2004). Metacognitive inquiry. NC: School of Education, Elon University.

Inch, E. S., Warnick, B., & Endres, D. (2006). Critical Thinking and Communication: The Use of Reason in Argument (5th ed.). Pearson.

Kozikoglu, I. (2019). Investigating critical thinking in prospective teachers: metacognitive skills, problem solving skills and academic self and academic self-efficacy. Journal of Social Studies Education Research, 10(2), 111–130.

Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16–26. https://doi.org/https://doi.org/10.2307/1177186

Kusuma, A. S., & Busyairi, A. (2023). Relationship between metacognitive skills and critical thinking in elementary science lectures through guided inquiry model. Jurnal Pijar Mipa, 18(5), 727–735. https://doi.org/10.29303/jpm.v18i5.5225

Lipman, M. (1991). Thinking in education. Cambridge University Press.

Lockwood, F. (2003). Metacognition and critical thinking for effective learning.

Macabecha, E. A., Tangcogo, K. T., Sawit, M. R. E., & Ucang, J. T. (2024). Metacognitive Strategy On Students’ Mathematics Self-Efficacy And Critical Thinking Skills. International Journal of Applied Science and Research, 7(1), 1–9.

McMilllan, J. H., & Schumacher, S. (2001). Research in Education: A Conceptual Introduction. Priscilla McGeehon.

Mitsea, E., & Drigas, A. (2019). A journey into the metacognitive learning strategies. International Journal of Online and Biomedical Engineering, 15(14). https://doi.org/10.3991/IJOE.V15I14.11379

Nelson, & Thomas, A. (1996). Consciousness and metacognition. American Psychologist, 51(2), 102–116. https://doi.org/https://doi.org/10.1037/0003-066X.51.2.102

Paul, R., & Elder, L. (2007). Critical thinking competency standards. Www. Criticalthinking.Org.

Paul, R., & Linda, E. (2019). The miniature guide to critical thinking concepts and tools. . Rowman & Littlefield.

Pereles, A., Ortega-Ruipérez, B., & Lázaro, M. (2024). THE POWER OF METACOGNITIVE STRATEGIES TO ENHANCE CRITICAL THINKING IN ONLINE LEARNING. Journal of Technology and Science Education, 14(3), 831–843. https://doi.org/10.3926/jotse.2721

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Pshycology, 19, 460–475. https://doi.org/https://doi.org/10.1006/ceps.1994.1033

Sholihah, M., Zubaidah, S., & Sisriyati, M. (2016). Keterampilan Metakognitif Siswa SMA Negeri Batu pada Mata Pelajaran Biologi . Prosiding Seminar Nasional Biologi / IPA Dan Pembelajarannya.

Tang, K. S. (2020). The Use of Epistemic Tools to Facilitate Epistemic Cognition & Metacognition in Developing Scientific Explanation. Cognition and Instruction, 38(4), 474–502. https://doi.org/10.1080/07370008.2020.1745803

Tibrani, M. M. (2017). Kesadaran Metakognitif Mahasiswa Program Studi Pendidikan Biologi Universitas Sriwijaya pada Perkuliahan Fisiologi Manusia. Jurnal Pembelajaran Sains , 1–1.

UZUNTİRYAKİ-KONDAKÇI, E., & ÇAPA-AYDIN, Y. (2013). Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy. www.edam.com.tr/estp

Warni, S., & Rosidin. (2018). Measuring metacognitive ability based on science literacy in dynamic electricity topic. Journal of Physics: Conference Series, 948.

Yerdelen-Damar, S., & Eryılmaz, A. (2021). Promoting conceptual understanding with explicit epistemic intervention in metacognitive instruction: Interaction between the treatment and epistemic cognition. Research in Science Education, 51(2), 547–575. https://doi.org/10.1007/s11165-018-9807-7

DOI: https://doi.org/10.21831/jppfa.v12i1.77117