Comparison of students’ metacognitive skills by gender on chemical bonding in chemistry

Naseer Ahmed, Naseer Ahmed, Antuni Wiyarsi, Rar.Nat. Senam

Abstract


The main purpose of this research is to investigate the metacognitive skills of students from class 10th in Bantul and to analyze the comparison between them based on their gender. The method of this research is quantitative descriptive. A questionnaire was used to collect data. The questionnaire was applied in four classes in order to collect data and independent T-test was used to analyze them, the findings proved that generally both male and female use their metacognitive skills in learning. In addition, there are no significant differences between male and female students in metacognitive skills especially in the following domains: knowledge about cognition. The results are discussed in relation and compared with previous researches to show gender differences in chemistry learning and opens the door for future research and educational practice. It is recommended to conduct further research related to gender differences in metacognitive skills using a bigger sample.

Keywords


chemical bonding, gender, metacognitive skills

Full Text:

PDF

References


-Uva, A., Nom, T., Onyeka, I., & Jummai, J. L. (2008). Gender Analysis in National Open University of Nigeria (NOUN): Implications and Policy Issues in Bridging the Divide. Journal of Applied Sciences Research (Vol. 4).

Alexander, J. M., & Schwanenflugel, P. J. (1996). Development of metacognitive concepts about thinking in gifted and nongifted children: Recent research. Learning and Individual Differences, 8(4), 305–325. https://doi.org/10.1016/S1041-6080(96)90021-7

Aliyah, H., Erman, E., & Sugiarto, B. (2018). Studentsr Metacognitive Thinking Process in Solving Covalent Bonding Problem Based on Academic Ability Level. In Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Paris, France: Atlantis Press. https://doi.org/10.2991/miseic-18.2018.5

Allwright, D. (2003). Exploratory Practice: rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113–141. https://doi.org/10.1191/1362168803lr118oa

Antill, J. K. (1983). Sex role complementarity versus similarity in married couples. Journal of Personality and Social Psychology, 45(1), 145–155. https://doi.org/10.1037/0022-3514.45.1.145

Bergkvist, L., Hjalmarson, H., & Mägi, A. W. (2016). A new model of how celebrity endorsements work: attitude toward the endorsement as a mediator of celebrity source and endorsement effects. International Journal of Advertising, 35(2), 171–184. https://doi.org/10.1080/02650487.2015.1024384

Bidjerano, T. (2005). Gender Differences in Self-Regulated Learning. Online Submission.

Black, P., & Wiliam, D. (2005). Developing the theory of formative assessment. Educational Assessment Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5

Buchori, C., Cameron, L. 2007. Gender equality and development in Indonesia (World Bank). Retrieved from http://siteresources.worldbank.org/INTINDONESIA/Resources/226271-1155584666848/2847747-1178507773272/GenderBrief.pdf

Carmichael, L. N., Haines, D. F., & Charles E. (1979). Laboratory chemistry. Charles E. Merrill Pub. Co.

Carr, Martha & L. Jessup, Donna. (1997). Gender Differences in First-Grade Mathematics Strategy Use: Social and Metacognitive Influences. Journal of Educational Psychology. 89. 318-328. 10.1037/0022-0663.89.2.318.

Christodoulides, D. N., Lederer, F., & Silberberg, Y. (2003). Discretizing light behaviour in linear and nonlinear waveguide lattices. Nature, 424(6950), 817–823. https://doi.org/10.1038/nature01936

Clouse, R. W., & Alexander, E. (1997). Classrooms of the 21st Century: Teacher Competence, Confidence and Collaboration. Journal of Educational Technology Systems, 26(2), 97–111. https://doi.org/10.2190/D7WM-BXVP-3CKD-0NGH

Coll, R. K., & Treagust, D. F. (2003). Investigation of Secondary School, Undergraduate, and Graduate Learners’ Mental Models of Ionic Bonding. J Res Sci Teach, 40(5), 464–486. https://doi.org/10.1002/tea.10085

Corbin, C. B. (1967). Effects of Mental Practice on Skill Development after Controlled Practice. Research Quarterly. American Association for Health, Physical Education and Recreation, 38(4), 534–538. https://doi.org/10.1080/10671188.1967.10616493

Davies, I., Gorard, S., & McGuinn, N. (2005). Citizenship Education and Character Education: Similarities and Contrasts. British Journal of Educational Studies, 53(3), 341–358. https://doi.org/10.1111/j.1467-8527.2005.00299.x

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

Fleming, J. (2012). Young People’s Participation - Where Next? Children & Society, 27(6), n/a-n/a. https://doi.org/10.1111/j.1099-0860.2012.00442.x

Hacker, D. J., Bol, L., & Keener, M. C. (2008). Metacognition in Education 1 Metacognition in Education: A Focus on Calibration. Utah.

Halle, T. G., Kurtz-Costes, B., & Mahoney, J. L. (1997). Family influences on school achievement in low-income, African American children. Journal of Educational Psychology, 89(3), 527–537. https://doi.org/10.1037/0022-0663.89.3.527

Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher, 28(2), 16–46. https://doi.org/10.3102/0013189X028002016

Laurent, S. M., & Hodges, S. D. (2009). Gender Roles and Empathic Accuracy: The Role of Communion in Reading Minds. Sex Roles, 60(5–6), 387–398. https://doi.org/10.1007/s11199-008-9544-x

Levy Nahum, T., Mamlok‐Naaman, R., Hofstein, A., & Taber, K. S. (2010). Teaching and learning the concept of chemical bonding. Studies in Science Education, 46(2), 179–207. https://doi.org/10.1080/03057267.2010.504548

Lewis & Hawley. (2007). Gadolinium. In G. Lewis, RJ, Sr; Hawley (Ed.),

Hawley’s Condensed Chemical Dictionary. Hoboken, NJ, USA: John Wiley & Sons, Inc. https://doi.org/10.1002/9780470114735.hawley07644

Liliana, Ciascai & Lavinia, Haiduc. (2011). Gender Differences in Metacognitive Skills. A Study of the 8th Grade Pupils in Romania. Procedia - Social and Behavioral Sciences. 29. 396–401. 10.1016/j.sbspro.2011.11.255.

Ling, L., & Lagowski, J. B. (2013). DFT study of electronic band structure of alternating triphenylamine-fluorene copolymers. Polymer, 54(10), 2535–2543. https://doi.org/10.1016/j.polymer.2013.03.021

Maccoby, E.E. (1990) Gender and Relationships: A Developmental Account. American Psychologist, 45, 513-520. https://doi.org/10.1037/0003-066X.45.4.513.

Molenberghs, P., Johnson, H., Henry, J. D., & Mattingley, J. B. (2016). Understanding the minds of others: A neuroimaging meta-analysis. Neuroscience & Biobehavioral Reviews, 65, 276–291. https://doi.org/10.1016/j.neubiorev.2016.03.020

Niemivirta, M. (1997). Gender Differences in Motivational-Cognitive Patterns of Self-Regulated Learning 113En COPY HAM LE. Chicago. Retrieved from https://files.eric.ed.gov/fulltext/ED410478.pdf

Ozsoy, G., & Gunindi, Y. (2011). Prospective preschool teachers’ metacognitive awareness. Elementary Education Online, 10(2), 430-440.

Rowe, M. B., Harms, N. C., & Yager, R. E. (1978). What research says to the science teacher. National Science Teachers Association.

Sadker, M., Sadker, D., & Klein, S. (1991). Chapter 7: The Issue of Gender in Elementary and Secondary Education. Review of Research in Education, 17(1), 269–334. https://doi.org/10.3102/0091732X017001269

Schraw, G., & Dennison, R. S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19, 460-475.

Sezgin-Memnun, D., & Akkaya, R. (2009). The levels of metacognitive awareness of primary teacher trainees. World Conference on Educational Sciences WCES-2009, February 4-7, Nicosia, North Cyprus.

Smith, K. C., & Nakhleh, M. B. (2011). University students’ conceptions of bonding in melting and dissolving phenomena. Chem. Educ. Res. Pract., 12(4), 398–408. https://doi.org/10.1039/C1RP90048J

Wheeler, L., Reis, H., & Nezlek, J. B. (1983). Loneliness, social interaction, and sex roles. Journal of Personality and Social Psychology, 45(4), 943–953. https://doi.org/10.1037/0022-3514.45.4.943

Zhao, L., & Mo, S. (2016). The impact of metacognitive awareness on class performance in financial accoutning courses. Academy of Educational Leadership Journal, 20(2), 78-88.

Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct Validation of a Strategy Model of Student Self-Regulated Learning. Article in Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.80.3.284

Zohar, A., & Dori, Y. J. (2003). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences, 12(2), 145–181. https://doi.org/10.1207/S15327809JLS1202_1




DOI: https://doi.org/10.26714/jps.7.2.2019.137-146

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 JURNAL PENDIDIKAN SAINS (JPS)

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

EXECUTIVE OFFICE

JURNAL PENDIDIKAN SAINS (JPS)
DEPARTMENT OF CHEMISTRY EDUCATION
FACULTY OF MATHEMATICS AND NATURAL SCIENCES 
MUHAMMADIYAH SEMARANG UNIVERSITY

Jl. Kedungmundu Raya No.22, Semarang, Jawa Tengah, Indonesia
    Telp. (024)76740231, 76740231 
    email: jps@unimus.ac.id

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License

Journal Pendidikan Saisn (JPS)
ISSN:2339-0786, e-ISSN:2502-1443
Published by: Chemistry Education of Unimus in collaboration with Unimus Press