Metacognition in problem solving process of one-dimensional kinematics among physics pre-service teachers / Suci Rizkina Tari

• Main Author: Suci Rizkina , Tari
• Format: Thesis
• Published: 2020
• Subjects: L Education (General); Q Science (General)
• Online Access: http://studentsrepo.um.edu.my/14781/1/Suci_Rizkina_Tari.pdf; http://studentsrepo.um.edu.my/14781/2/Suci_Rizkina_Tari.pdf; http://studentsrepo.um.edu.my/14781/

Issue about low physics problem solving performance in Indonesia due to lack of metacognitive skills urged the development of explicit instruction. This urgency has led to the need of deep understanding about students’ metacognitive behaviour and how these behaviour affect the problem solving process. This study aims to identify metacognitive behaviour that students exhibited while solving one-dimensional kinematics problem and examined the role of metacognition in problem solving process of one-dimensional kinematics. A qualitative study was employed. Six students from Physics Education programme at a university was chosen as the participants in this study. Data were collected through think aloud method, observation, retrospective interview and answer sheet. The think aloud activity was recorded, transcribed and coded. Findings from think aloud analysis was supported by findings from analyses of observation, interview, and students’ answer sheets. The findings reveals twelve metacognitive behaviours that exhibited by the students while solving one-dimensional kinematics problem which were rereading, reading with strategy, arrange the information, draw a sketch, making sense of the problem, relating the concept, speculating the answer, formulating the plan, breaking down the plan, assessing the plan, reflecting on the plan, and assessing the computation. The data findings also suggest three roles of metacognition in problem solving process of one-dimensional kinematics which were metacognition enables student to construct their understanding of the problem, regulate their action, and monitor their progress during problem solving. The findings of this study provided information to design the explicit metacognitive instruction which aimed to improve problem solving performance of students.