Strategi kognitif dan prestasi kognitif dalam pembelajaran kimia murid tingkatan empat / Norma Che Lahh
Classroom learning needs understanding and higher order thinking skills. The understanding and skills are hard to achieve if students are still weak in acquiring basic scientific concepts. Previous researchers have proposed using cognitive strategies during learning process as a solution to this...
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| Summary: | Classroom learning needs understanding and higher order thinking skills. The
understanding and skills are hard to achieve if students are still weak in acquiring basic
scientific concepts. Previous researchers have proposed using cognitive strategies
during learning process as a solution to this problem. In order to achieve that, a
research based on Information Processing Theory had been conducted and the purpose
of the study is to investigate the cognitive strategies and performance of Form Four
students in learning chemistry. This study explored the Short Term Memory (STM) and
Long Term Memory (LTM) and the changes that occurred at both levels.
This qualitative approach research was conducted in a school in Petaling Jaya.
Six participants were involved in this study where two participants represented each
group designated as high, average and low achievers. They were selected based on
purposive sampling and all of them shared the same chemistry teacher. Each participant
underwent seven memory related tasks. In-depth interview and observation of
participant’s behaviour formed two main methods employed to seize the relevant data.
The data obtained were then triangulated with document analysis which consisted of
participants’ journals and researcher’s journals. This triangulation supported the finding
and enhanced research validity. The data obtained from interview, observation and
document analysis were coded according to categories until a resilient theme emerged.
The findings denote that (i) Cognitive strategies among students with different
abilities varied, (ii) Cognitive strategies increase participants’ cognitive performance at
STM and LTM levels, (iii) There are two changes on the cognitive strategies at STM
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and LTM levels namely, (a) Prerequisite knowledge result in positive impact on
cognitive strategies, and (b) Elaboration and organization strategies are present at STM
but not detectable at LTM level. Four common cognitive strategies such as coding,
rehearsal, chunking and mental image were detected at both STM and LTM levels.
Abstract cognitive strategies were used by high achievers. Low achievers used deficient
coding strategy supported by weak underlying concepts. Average achievers employed
coding strategy with meaningful underlying concepts. The results show an overall
decline in students’ usage of cognitive strategies at LTM level as compared to STM.
However, participants from the average group display tendency towards strategies
almost similar to participants from high and low achievers.
This study will assist teachers in selecting appropriate teaching strategies that
will enable students to learn and practice effective cognitive strategy by themselves.
This is important due to limited learning time available and overloaded chemistry
curriculum. An understanding of cognitive strategy will assist teachers in guiding their
students to gain maximum quality knowledge in the limited time available. From a
theoretical perspective, this research could enhance the understanding of other
researchers in the fields of psychology and educational science of the human cognitive
system. Thus, the real situation evolving the human mind during the learning process
can be better understood. |
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