This document analyzes students' metacognitive skills in solving chemical equilibrium problems through a self-assessment. 31 high school students were given a self-assessment questionnaire and chemical equilibrium problems. Their declarative, procedural, and conditional knowledge was assessed. Results showed students had high motivation but struggled in some areas like identifying similar problems. Most could define problems but had difficulties analyzing options and completing solutions. This provides insight into students' metacognitive skills and how to improve chemical equilibrium problem solving.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
The Influence of Problem Based Learning on Motivation and Learning Outcomes o...sabaribmt
his study aimed to determine the effect of the problem based learning model on motivation and learning outcomes of the Politeknik Pelayaran Sorong cadets. This type of research was a quasi-experimental design with Pretest-posttest nonequivalent control group design. The population of the study was 48 cadets of engine deparmet cadets of Politeknik Pelayaran Sorong.. The research sample was selected by double random sampling technique, one experimental class and one control class. Data collection used a questionnaire instrument to measure learning motivation and test instruments to measure learning outcome. The research data were analyzed with descriptive and inferential statistical analysis techniques. The average score of motivation after learning was 104.5 (high category) and the average score of learning outcomes was 86.50 (very high category).The results of inferential analysis used the learning motivation t-test obtained t count value of 1.84 and the t-test results of learning outcomes t arithmetic 4.56. Both of these results indicate that t arithmetic> t table (t table 1.67). This means that Ho was rejected and H1 was accepted. It could be concluded that there was an influence of the Problem Based Learning model on the motivation and learning outcomes of engine deparment cadets of Politeknik Pelayaran Sorong
The purpose of this study was developing and validation virtual test based multiple representations to facilitate students to understand the questions that assess students’ decision-making competence of buffer solution. This research was conducted using the method development and validation. The participants were 136 high school students who take science class. Data obtained were content validity, reliability, item difficulty index, discrimination index and readability of virtual test that has developed. This study also compared the item difficulty and readability between virtual test and paper and pencil test. The results showed that the virtual test had CVI’s value was 0.71, the Cronbach's Alpha value was 0.925 which was showed that the reliability with included in “very good” category, the item difficulty index was moderate categories and the readability of virtual test was higher than paper and pencil test. It could be concluded that the virtual test that had developed was feasible to use and could facilitate students in understanding the questions that assess students’ decision-making competence of buffer solution.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
TEACHING STRATEGIES TO ENHANCE MATHEMATICAL THINKING FROM ENVIRONMENTAL SITUA...Eugenio Theran Palacio
In this work we report research results that reference the title. The project was developed in freshmen, Basic Education, through sociocultural problem situations and science under a qualitative design in three phases: design and implementation of a diagnostic test for recognition of potential difficulties of students, classroom intervention, to overcome the difficulties encountered, and contrast test to assess the achievement of the strategies applied and obtain information for improving student learning.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
The Influence of Problem Based Learning on Motivation and Learning Outcomes o...sabaribmt
his study aimed to determine the effect of the problem based learning model on motivation and learning outcomes of the Politeknik Pelayaran Sorong cadets. This type of research was a quasi-experimental design with Pretest-posttest nonequivalent control group design. The population of the study was 48 cadets of engine deparmet cadets of Politeknik Pelayaran Sorong.. The research sample was selected by double random sampling technique, one experimental class and one control class. Data collection used a questionnaire instrument to measure learning motivation and test instruments to measure learning outcome. The research data were analyzed with descriptive and inferential statistical analysis techniques. The average score of motivation after learning was 104.5 (high category) and the average score of learning outcomes was 86.50 (very high category).The results of inferential analysis used the learning motivation t-test obtained t count value of 1.84 and the t-test results of learning outcomes t arithmetic 4.56. Both of these results indicate that t arithmetic> t table (t table 1.67). This means that Ho was rejected and H1 was accepted. It could be concluded that there was an influence of the Problem Based Learning model on the motivation and learning outcomes of engine deparment cadets of Politeknik Pelayaran Sorong
The purpose of this study was developing and validation virtual test based multiple representations to facilitate students to understand the questions that assess students’ decision-making competence of buffer solution. This research was conducted using the method development and validation. The participants were 136 high school students who take science class. Data obtained were content validity, reliability, item difficulty index, discrimination index and readability of virtual test that has developed. This study also compared the item difficulty and readability between virtual test and paper and pencil test. The results showed that the virtual test had CVI’s value was 0.71, the Cronbach's Alpha value was 0.925 which was showed that the reliability with included in “very good” category, the item difficulty index was moderate categories and the readability of virtual test was higher than paper and pencil test. It could be concluded that the virtual test that had developed was feasible to use and could facilitate students in understanding the questions that assess students’ decision-making competence of buffer solution.
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
TEACHING STRATEGIES TO ENHANCE MATHEMATICAL THINKING FROM ENVIRONMENTAL SITUA...Eugenio Theran Palacio
In this work we report research results that reference the title. The project was developed in freshmen, Basic Education, through sociocultural problem situations and science under a qualitative design in three phases: design and implementation of a diagnostic test for recognition of potential difficulties of students, classroom intervention, to overcome the difficulties encountered, and contrast test to assess the achievement of the strategies applied and obtain information for improving student learning.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
Problem Based Learning In Comparison To Traditional Teaching As Perceived By ...iosrjce
Objectives: To compare lecture based learning (LBL) with problem based learning (PBL).
Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in
Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was
collected by means of structured questionnaire.
Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL
followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better
understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents
admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both.
Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students
respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while
106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with
availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%)
respondents preferred present scenario (LBL parallel with PBL)in JNMC.
Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts.
There is need to improve the information resources for PBL and enhancement of practical knowledge of
students.
Similar to Analysis Of Chemical Equilibrium Problem Solving Skill Through Metacognition Self-Assessment (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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Instructions for Submissions thorugh G- Classroom.pptx
Analysis Of Chemical Equilibrium Problem Solving Skill Through Metacognition Self-Assessment
1. ANALYSIS OF CHEMICAL EQUILIBRIUM PROBLEM SOLVING
SKILL THROUGH METACOGNITION SELF-ASSESSMENT
A JOURNAL
BY
BENNY YODI
NIM F02111011
PROGRAM STUDI PENDIDIKAN KIMIA
JURUSAN PENDIDIKAN MATEMATIKA DAN IPA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS TANJUNGPURA
PONTIANAK
2015
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2.
3. ANALYSIS OF CHEMICAL EQUILIBRIUM
PROBLEM SOLVING SKILL THROUGH
METACOGNITION SELF-ASSESSMENT
Benny Yodi, Hairida, Ira Lestari
Chemistry Education Study Program, FKIP Untan
Email: bennyyodi@yahoo.com
Abstract: This research aims to describe declarative, procedural and
conditional knowledge in chemical equilibrium problem solving. This
research subject was 31 students of XI grade of IBC SMA Kristen
Immanuel Pontianak. It was a descriptive research by case study analysis.
Instruments which used were metacognition self-assessment and
chemical equilibrium problem solving questions. This research result
consist of declarative, procedural and conditional knowledge. Aspects of
declarative knowledge each for motivation, anxiety control,
identification, comprehension belief, target determination, information
organizing, thinking strategy and strategy organizing were 90,32%;
29,03%; 12,90%; 29,03%; 35,48%; 58,06%; 77,42% and 25,81%.
Aspects of procedural knowledge each for assumption determination,
strategy development, chemical equation consideration, chemical
equilibrium analyzing, other knowledge using, quantitative analyzing and
alternative thinking were 54,84%; 22,58%; 58,07%; 61,29%; 29,03%;
38,71% dan 25,81%. Aspects of conditional knowledge each for
progression examination, assumption examination, method examination,
time management and solving belief were 25,81%; 32,26%; 25,81%;
22,58% dan 93,55%.
Keywords: problem solving, metacognition self-assessment
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pengetahuan
deklaratif, prosedural dan kondisional dalam pemecahan masalah
kesetimbangan kimia. Subjek penelitian ini adalah 31 siswa kelas XI IBC
SMA Kristen Immanuel Pontianak. Bentuk penelitian ini adalah
deskriptif dengan analisis studi kasus. Instrumen yang digunakan adalah
self-assessment metakognisi dan soal pemecahan masalah kesetimbangan
kimia. Aspek pengetahuan deklaratif untuk indikator motivasi, kontrol
kecemasan, pengidentifikasian masalah, keyakinan pemahaman definisi
dan deskripsi soal, penentuan target, pengaturan informasi, memikirkan
strategi dan mengorganisasikan strategi berpikir masing-masing 90,32%;
29,03%; 12,90%; 29,03%; 35,48%; 58,06%; 77,42% dan 25,81%. Aspek
pengetahuan prosedural untuk indikator penentuan asumsi,
pengembangan strategi, pertimbangan persamaan kimia, menganalisis
faktor kesetimbangan kimia, menghubungkan dengan pengetahuan lain,
menganalisis pengetahuan kuantitatif dan kemampuan menemukan cara
berbeda masing-masing 54,84%; 22,58%; 58,07%; 61,29%; 29,03%;
4. 38,71% dan 25,81%. Aspek pengetahuan kondisional untuk indikator
pemeriksaan kemajuan penyelesaiaan soal, pemeriksaan asumsi,
pemeriksaan metode, pengaturan waktu dan keyakinan pada penyelesaian
soal masing-masing 25,81%; 32,26%; 25,81%; 22,58% dan 93,55%.
Kata kunci: pemecahan masalah, self-assessment metakognisi
etacognition is thinking about thinking (Downing, 2009; Dawson, 2008)
or cognition about cognition (Tosun, 2013). Dawson (2008) viewed
“metacognition skills are usually conceptualized as an interrelated set of
competencies for learning and thinking, and include many of the skills required
for active learning, critical thinking, reflective judgment, problem solving, and
decision-making”. So, metacognition is knowledge, skill and awareness about
strategy, process, control and regulation of one’s higher order thinking.
Hacker (in Downing, 2009) divided metacognition into 3 types of thinking:
metacognitive knowledge (what one know about knowledge), metacognitive skill
(what one do this time) and metacognitive experience (cognitive condition or
one’s behavior this time). Rompayom, Tambunchong, Wongyounol and Dechsri
(2010) categorized and defined metacognition knowledge into declarative
knowledge (knowledge that student has information or needed source to carry on
the training given, such as knowledge about aim, demand and task characteristic),
procedural knowledge (knowledge about oneself to his/her capacity how to do
something) and conditional knowledge (knowledge about when and why use
strategy to solve problem, knowledge in situation which student uses his/her
kowledge about special lesson, algorithm, technique and method).
Favieri (2013) explained dimension of declarative metacognition knowledge
into intellectual knowledge on strength and weakness, motivaton knowledge,
anxiety level knowledge, knowledge of organization skills of information and
learning control knowledge, dimension of procedural metacognition knowledge
into different ways of studying knowledge, use of the different ways of studying,
resources for knowledge localization, study material organization and classmates
studying in group while dimension of conditional metacognition knowledge into
confidence in own capacities, adapting the way of studying to the situation, self-
motivation, level of anxiety control and using strengths to compensate weakness.
Problem solving could be defined as the process of making something into
what you want it to be (VanGundy, 2005). PISA (2010) defined problem solving
competency is an individual’s capacity to engage in cognitive processing to
understand and resolve problem situations where a method of solution is not
immediately obvious. So, problem solving skill is the capacity of individu in
process and strategy of thinking through using knowledge and experience of
individu in new situation and challenge.
Facione (in Snyder, 2008) formulated 6 steps to think effective and solve
problem that abbreviated IDEALS: I – identify the problem: what is the real
question we are facing?; D – define the context: what are the facts that frame this
problem?; E – enumerate the choices: what are plausible options?; A – analyze
M
5. options: what is the best course of action?; L – list reasons explicitly: why is this
the best course of action?; S – Self-corret: look at again what did we miss?
Problem solving skill contains 4 knowledge contents: declarative, procedural,
conditional and strategy. Three of first contents is as same as with metacognition
knowledge component (Solaz-Portales & Lopez, 2007). Because of relation
between problem solving skill and metacognition, so it is important to be
investigated problem solving skill in metacognition knowledge side. According to
Tro (2014), the main mistake for student when try to solve chemical problem is
they do not know the point to begin.
Research of Nicol dan MacFarlanen (in Dawson, 2008) found that formative
assessment roled to find student metacognition. This formative assessment could
be self-assessment (Spiller, 2012), Self- assessment occur when student evaluate
and make judgement about his/her own job (Wesson, 2013). Self-assessment is
student centered, so it is very appropriate to expose student metacognition
knowldege and could be used in application of 2013 Indonesia Curriculum.
According to Petty (in White, 2010), the most important benefit of self-
assessment is make student conscious thath success or failed do not depend on
talent, lucky or skill, but based on training, effort and correct strategy using, in
order to student is motivated and empowered.
Result of Bedford and Legg’s research (2007) show that self-assessment
prefer to tutor assessment, though self-assessment is felt as didactic values
because student learn from problem of his/her self. Self-assessment includes
reflection of student’s self so that it is categorized as reflective assessment.
Reflective assessment is a form of metacognition (Bond, Evans, & Ellis, 2011).
From description about self-assessment before and its relation to metacognition so
could be made an instrument called self-assessment metacognition.
Preliminary investigation of metacognition strategic of student XI grade of
Immanuel Bilingual Class SMA Kristen Immanuel (IBC SKI) Pontianak through
question possing adapted and modified from Kaberman dan Dori (2008), found
that from 92 respondents 71,74% students could make high complexity question,
45,16% students are able to think on application till analysis, 45,16% students
could use least three of four chemical comprehension level (macroscopic,
symbolic, microscopic and process), and 32,26% students have high intermediet
metacognition strategic. Metacognition strategic shows the one’s ability to
monitor and improve his/her progress in evaluate the comprehension and
application of knowledge in new situation (Flavel in Kaberman & Dori, 2008).
Data from chemistry teacher of grade XI IBC SKI Pontianak shows that KD-4
about chemical equilibrium is the highest in class average. According to interview
with chemistry teacher of grade XI IBC SKI Pontianak about chemistry learning
in class, found that students had ever been given guided problem solving exercise
refer to International General Certificate of Secondary Education (IGCSE)
standard of Cambridge University. One of claims of chemistry skill as written as
in KI-4 2013 Indonesian Curriculum in Chemistry subject for XI SMA is self-
employed to process, logic and present data. Therefore is elected problem solving
question to see students’ self-employed in implement the strategy of problem
solving.
6. According to the theories and facts found, need to be held a research about
metacognitive knowledge in chemical equilibrium problem solving in XI IBC
students of SKI Pontianak. Metacognition self-assessment is expected could be
expose problem solving skill from point of view of metacognition knowledge of
XI IBC students of SKI Pontianak.
METHOD
Research method used was descriptive method and it was analyzed by case
study method. Research subject was 31 students of XI-D program IBC SKI
Pontianak in academic year 2014/2015 (superior class with medium language in
English). Research technique done was direct observation and semi-structured
interview. Direct observation done was helped by indirect communication
technique use metacognition self-assessment questionnaire.
RESULT AND DISCUSSION
Chemical Equilibrium Problem Solving Skill
Results of the student's answer to any problem that was done could be seen in
Figure 1. Question 1 about the dissociation of peroxide, the question 2 about the
manufacture of ceramics and question 3 concerning the bread production. Of these
three questions given, there was no successful student obtain categories A and B.
For problem 1, as many as 52% student did not answer completely with incorrect
workmanship. Generally, student started from reaction equation and difficult put
an end to solve problem because of the difficulty of processing the data by a
factor of chemical equilibrium involved. For questions 2 and 3 respectively 42%
and 52% student did not answer. There was a tendency student did not solve the
problem. This was due to the difficulties faced in doing question 1 time-
consuming and reduce the motivation of student to tackle the next problem.
Figure 1: Category of Result of Chemical Equilibrium Problem Solving Skill
Note for Categories:
A = complete answer – correct workmanship D = incomplete answer – correct workmanship
B = completeless answer – coreect workmanship E = incomplete answer – incorrect workmanship
C = completeless answer – incorrect workmanship F = no answer
Student answer sheet could only describe troubleshooting indicators: identify
the problem, define the context, enumerate the choice and analyze option.
Indicators used in problem solving could be seen from Figure 2. Generally,
students of Class XI IBC SKI Pontianak had good motivation to solve the
0 0
19
10
52
19
0 0
19
3
32
42
0 0
19
3
29
52
0
10
20
30
40
50
60
A B C D E F
Categories
Student
Number
(%)
Question 1 Question 2 Question 3
7. problem and in both define the context of the problem faced. Based on interviews
with Class XI chemistry teacher IBC SKI Ponianak retrieved data that the
student's interest in chemistry were very heterogeneous, generally they are only
interested in learning-oriented values. In addition, more than 50% of the students
have chemistry achievements (cognitive) were about the same, so the atmosphere
highly competitive learning and lead to motivation to excel among others were
quite large. This was affecting the motivation of students in solving problems. As
usual to complete a problem, they were good enough in determining the condition
of a problem given.
Figure 2 Student Number Persentage in Chemical Equilibrium Problem
Solving Indicators
Note: M= motivation; I= identify the problem; D= define the context; E = enumerate the choice; A= analyze options;
L = list reason explicitly; S = self-correct
Declarative Knowledge in Chemical Equilibrium Problem Solving Skill
Result of declarative knowledge in chemical equilibrium problem solving
skill of student could be seen in Figure 3.
Figure 3: Percentage of Student Declarative Knowledge
Note:
Code Indicator Code Indicator
PD1 Motivation to solve problem PD5 Identify important information
PD2 Anxiety control PD6 Target determination
PD3 Identify similar problem model PD7 Think the possible strategy
PD4 Belief in comprehension of problem PD8 Know how organize the strategy
59,68
33,87
52,69
32,26
38,71
27,42
48,39
0
20
40
60
80
M I D E A L S
Student
Number
(%)
I n d i c a t o r s
Average of Indicator's Score
90,32
29,03
12,90
29,03
58,06
35,48
77,42
25,81
0,00
20,00
40,00
60,00
80,00
100,00
PD1 PD2 PD3 PD4 PD5 PD6 PD7 PD8
Percentage
(%)
Indicator Code
Percentage Positive Percentage Negative
8. Based on Figure 3, declarative knowledge of students of Class XI IBC SKI
Pontianak had the highest score on indicators of self motivation (PD1) 90,32%
and the lowest score and introduction of indicators on issues (PD3) 12.90%. In
general, the students had good motivation, information organizing and possing the
problem solving strategies. Every indicators in declarative knowledge relate each
other so high or low of the indicator’s score will affect other indicator. Considered
from intrinsic motivation, students wanted to solve problem because curious,
challenge and will schools one’s self. Considered from extrinsic motivation,
students perforced to solve problem because there was an issue that test result will
be taken up and student perforced to help this research.
According to interview with student retrieved that 50% students had an
interest to chemistry. They believed that chemistry was absorbed, interesting and
appealing. Based on teacher opinion, students’ perseption in chemistry were so
heterogenous where most of students only interest to chemistry as a lesson not
chemistry as a discipline. This was relevant with Lai (2011b) that belief,
perception, assessment, interesting and affective will constalate form motivation.
Considered from learning style of student, according to interview of students
exposed that 42,86% students had independent learning style. Independent
learning style is learning way which one prefers learn alone because (s)he belief in
his/her ability (Uzuntiryaki, 2007). Self-belief level in learning style organisation
affected to one’s motivation to solve problem. Learning style was related to
student’s affective in learning. Accroding to interview with student retrieved that
50% students prefered work alone than in teamwork. This was because in general
they thought that will be moe effective to solve problem alone.
Figure 4: Student Learning Style of XI IBC SMA Kristen Immanuel Pontianak
The reason of interest, learning style and self-belief trigger students’
motivation to solve chemical equilibrium problem. All of fact and data collected
showed that students’ management of self-motivation was so good. According to
Martinez (in Lai, 2011a), management of motivation, affective and metacognition
strategic is needed in metacognition. Therefore, metacognition in declarative
knowledge of XI grade student of SMA Kristen Immanuel (IBC) Pontianak to
solve problem was so good.
Deviation standard of students’ age was 0,49, it means that the different age
of student could be neglected, about 16 year old. In 16 year old, one in middle
adolescence phase. In this phase, teenage admits only like to certain topic,
subjective, could not sure to decide and belief that every opinion is same (Lai,
0
28,57
0
19,05
9,52
42,86
competitive
collaborative
avoidant
participant
dependent
9. 2011b). By that determination, teenage tends to worried in decide something and
difficult to control the anxiety. In this case, student of XI IBC SMA Kristen
Immanuel Pontianak showed self-unsuccessness in anxiety control.
Consequence of self-unsuccessness in anxiety control was making students
not able to know or identify the probel with the knowledge thay have. It seemed in
students’ answer in indicator PD3, that only 12,90% who could know the
similarity of problem concept given with chemical equilibrium knowledge they
had. Based on students’ questionnare reasons retrieved that forgot factor is one of
reason that made students had a difficult in problem identification. Effect of
unability and the forgot factor will cause anxious and impact to strategy control in
information finding (Miller, Guerin & Wolford, 2011). According to interview
result with students, as many as 60% student had additional learning out from
school. The number of students could not know the problem, show there was not
effect of additional learning in student declarative knowledge.
In addition, consequence of unable to control the anxiety was self-unbelieved
to comprehension of question. As many as 70,97% students did not belief that
they understood the question with various reasons. On question 1, there were
some misconception like ignoring the role of catalyze in dissociation peroxide
reaction, belief that effective term was how time fold, molar volume of oxygen
gas has changed or same with room volume, dissociation reaction make reference
to dissociation degree and dissociation was exothermic reaction.
At question 2 there are some mistakes that looked at the meaning of x in
formula hydrates Kaolin.xH2O compound was atom that must be replaced with a
metal or the number of moles of hydrates, looking Δ emblem of the combustion
reaction of clay as a condition that must be replaced by adding a catalyst, the
furnace volume is equal to volume of water vapor, in other words, the volume of
gas in the furnace remains the same even if included solids, and the partial
pressure of the gas is equal to the volume of gas. At question 3 there were some
mistakes that gluten wass a separate substance from wheat flour and yeast was a
fungus.
Although the students were so low in anxiety control, but influence of
motivation of students to the completion of this chemical equilibrium problem
making students made any effort to resolve the matter. Results from PD5
indicator, showed 58.06%, students wrote down important information of a given
problem. Based on the interviews found that 30% of students ware more
interested in the form of numbers data, 30% more interested in the chemical
equation, 15% more interested in the compounds involved and 25% prefer to
understand about the whole first and write down important information. Many
students were more interested in the data and the difficulty of understanding the
symbolic matter, making it difficult to determine the important information from
problem. Point of view the meaning of important information that affects the
targeting of problem solving as contained in the indicator PD6.
Target of question 1 was finding the things that cause increased peroxide
dissociation reaction products. Target of question 2 was finding the things that
cause water vapor from combustion reaction clay much regardless. Target of
question 3 was finding the things that cause a lot of bread formed quickly where
10. the structure and taste are good. Based on the solving of question what was done,
had found students had a mistake in determination the target of question 1, 2 and 3
respectively as much as 80.64%, 87.10% and 83.87%. Fallacy determine these
targets affected the assumptions that were made to resolve the problem. Results
indicator PP1 about making assumptions is 45.16% student did not make the
assumption because they did not know what to make any assumptions. The
assumption will be made adjustable with strategy of problem solving thought.
The results of PD7 indicator showed 77.42% student could think of strategies
to solve the problem. The number of student who thought of many ways as
possible till the decision to use the strategy chosen was influenced by the thinking
of students to chemistry. Results of interviews with students obtained the data as
much as 45% student felt they were not so good at chemistry calculations and
55% student feel incompetent in chemical concepts. Effect of error and confusion
in determining the matter of vital information make students hard thinking about
making strategy with respect to stoichiometric or linked to the chemical concept.
Therefore, students will have difficulty determining the strategies and methods
used to solve problems. Misalignment of data seen from the results of PD8
indicator which 74.19% students do not know how to organize a strategy that
thought. Most of students do not know how to start a work matter. This was
relevant to the opinion of Tro (2014) which states that determine where to start as
the main difficulty for students in solving chemical problems.
Procedural Knowledge in Chemical Equilibrium Problem Solving
Figure 5 showed the percentage of each indicator procedural knowledge. The
PP1 indicator results showed 54.84% of student made assumptions to solve
problems. In general, the students realized that the assumptions necessary in
solving problems.
Figure 5: Percentage of Student Procedural Knowledge
Note:
CODE INDICATOR CODE INDICATOR
PP1 Assumption determination PP5 Use othe knowledge to solve problem
PP2 Develope the plan from the strategy chosen in to subs of problem PP6 Analyze quanitative aspect
PP3 Making chemical equation PP7 Think any possible ways that could be done
to solve problem
PP4 Analyze the factors engage in chemical equation
54,84
22,58
41,94
61,29
29,03
38,71
25,81
0,00
20,00
40,00
60,00
80,00
100,00
PP1 PP2 PP3 PP4 PP5 PP6 PP7
Percentage
(%)
Indicator Code
Percentage Positive Percentage Negative
11. Based on interviews with the student found that 75% considered assumptions
are considered predictive of a problem but not necessarily correct, 5% considered
assumption as implement something that is known at something you want to be
found, 10% considered the assumptions as what is asked and how early thinking
to solve matter, 10% could not express his opinion on the assumptions. Students'
understanding of these assumptions, combined with his understanding of the
problem given made 12,90% student considered assumption was not necessary to
resolve this problem while 19,35% students did not know to make assumptions as
to what.
Based on interviews with students found that in addition to the school, as
much as 25% students had a busy in student’s organizations and 25% students
busy in helping parents’ businesses. The busyness trained students' independence
and pattern / strategy of student thinking. There are 35% of the student who made
the assumption spent the rest time with the organization and help need parents. It
showed the influence of autonomy in one's knowledge procedural metacognition.
PP2 indicator results showed that 77.42% student could not develop a
problem-solving plan. The magnitude of the students difficulties in developing
problem-solving plan will have a big impact on the problem-solving procedure of
the student. Based on interviews with teachers, student generally rarely wrote
about chemistry working procedures to answer them in detail. They usually wrote
what became the main point of problem solving. Mechanical work procedures
performed in the students answer the questions varied. According to teachers,
students prefered and maintained work procedures taught by teachers or tutors of
them.
Students began to work out the question 1 of the chemical equation. The PP3
indicator results showed 41.94% of student using the equation for the reason that
more easily work on the problems, familiar, and the rest as there were on the
matter and that no tossing and turning the paper. However, there were 16.13% of
students who used chemical equations without writing it, so there were 58.07%
students who considered the chemical equation for starters problem solving. In
view of the student, preparing chemical equation was to integrate the data in ICE
scheme (initial-chemical-equilibrium) or limiting reagent scheme. Therefore,
students who struggled to develop problem-solving strategies exist that avoid the
use of chemical equations. But there also were confused what to use it for. This
was also consistent with the results of student interviews that 30% of student
always focus on chemical equations to solve problems of chemistry. Student who
answered question 1 start of a chemical equation peroxide dissociation reaction.
Starting from this chemical equation, there were seven main strategies used by
students in answering how effective peroxide dissociation reaction, they were
reviewing the degree of dissociation (3.22%), reviewing the radical reactions
(9.68%), reviewing price equilibrium constant concentration / Kc ( 6.45%),
reviewing price equilibrium constant partial pressure / Kp (3.22%), reviewing the
concept of moles of existing data (3.22%), reviewing the ICE scheme or limiting
reagent (41.93%) and reviewing factors determining the chemical equilibrium
shift (45.16%). There were several student who combined strategic thinking
because they were basically a lot of thinking about how to solve this problem.
12. Not find a solution in a way, then they try the other way. Generally they could not
provide specific ways offered to strengthen their answers. For example, did not
give way how to change the pressure, volume, and the concentration.
There were 3 reference work of question 2, those were 6.45% students
started of nominal data of question, 6.45% students startede with a data base of
ceramic materials, and 54.84% students started of chemical equation of clay
combustion reaction. Reference to the nominal data that student used to sketch
the problem and without analyzing the data could be concluded that need
increased concentration, temperature and pressure. Reference to the data base on
ceramic material that used student to control the process of making ceramics,
treatment given and the basis for the chemical equation. Reference chemical
equation of clay combustion reaction used in 5 variations of student thinking
patterns, they are replace the component substances (5.88%), using the ideal gas
equation (23.53%), the use of ICE scheme (23.53%), a sketch of the problem
(5,88%) and reviewing factors shift the chemical equilibrium (70.59%). In
question 2, students solved problems by rote because students were still not able
to determine the equilibrium factor based on the facts. There are 70.59% using
the student's lack of information or data about so wrong solved the problem. In
general, the student was more difficult to solve question 2 with no as varriative as
strategy in question 1 because fewer were solving problems. This way of
thinking student in question 2 was not much that use more than one strategy. This
was because the student was more difficult to understand the problem and design
a problem-solving strategy.
There were 2 references in the student started up question 3, those were of
the data material and recipes as well as fermentation reactions. Reference
materials and recipes from the data used for students to change the process of
making bread kneading stage and development stage. The concept of thinking
with reference was the logic using of students of the use of each ingredient used.
The mistake that happens was that students did not understand the gluten in the
flour. Consequently student erred in concluding way chosen. Reference
fermentation reactions student selected by 51.16% since this was the most salient
information from matter. The amount of information that was given from the
question and the criteria desired bread used as a basis for further thinking
strategy. There are 3.22% student could not apply the idea of solving the problem
after reviewing the criteria desired bread. Generally student thinking bread
desired criteria were separate. This triggers confusion and difficulty in filing the
proper way. There are 12.09% of student considering bread baking time needs to
be changed. They think that time is inversely proportional to the rate of the
reaction so that the time had no role in the process of making bread. Extend the
roasting time, combined with a decrease in temperature by student will produce
good bread structure. There are 62.5% of the student to analyze the factors that
influence the reaction equilibrium shifts. Of this group, 10% student answered
influence room pressure should be lowered so that products will increase. As
many as 20% of student considering roasting temperature, which should be
considered is the temperature of fermentation. Still in the same group 90% of the
students review the effect of concentration where many student thinking to add
13. sugar to the reaction shifts to the right. The rest of the student review the
concentration of yeast, gluten, flour, salt, water, shortening and milk. Yeast in
this case is the catalyst in the reaction of sugar fermentation, so the addition of
the catalyst will only increase the rate to the right. Gluten is a protein in the flour
so it could not be separated so that the addition of gluten is a mistake. However,
the addition of a high-protein flour is acceptable because it means the level of
gluten reproduced. The addition of water, salt, shortening and milk basically aims
to control fermentation and working gluten hold CO2 gas produced. Separate
thought this showed the students have not been able to analyze more in all
likelihood could be done to make bread with the requested criteria.
Based on the students' thinking scheme on question 1, question 2 and
question 3 found that many student start workmanship of the chemical equation.
Based on interviews with students found that 30% of students started up
chemistry problem of nominal data given, 30% student of chemical equations,
15% saw a compound that reacts and 25% student understand the questions given
in advance. Based on interviews with chemistry teacher in class XI IBC found
that students tend to like the equation when it wants to end the known data is
nominal and more lead to the ICE scheme.
Based on the strategies used in the solving of question 1, 2 and 3 has the
largest percentage of student reviewing chemical equilibrium factor. Based on the
working procedures of the student in question 1, 2 and 3 show the error occurred
at chemical equilibrium factors. Research conducted Adaminata and Marsih
(2011) found an error in the material concept of chemical equilibrium in
Indonesian high school students to the chemical equilibrium shift factor is 82%
on the effect of changes in concentration, 59% on the effects of changes in
temperature and 69% on the influence of the catalyst. Misconceptions at this
concentration effect occured because most students assumed equilibrium will
occur when the concentration of reactants and products alike, as well as the
difficulty in understanding the effectiveness of the reaction to the given
conditions.
Conditional Knowledge in Chemical Equilibrium Problem Solving
Based on Figure 6 data showed that student were not enough to check the
progress of the settlement, less management time, did not check the accuracy of
the use of assumptions and methods used to check on problem solving conducted.
However, the level of confidence in the accuracy of problem solving was done
quite high.
Results of PK1 indicator found that 74.19% student did not check the
progress of the settlement / solving problem because it could not do, be sure it was
definitely wrong, believed the answer the first time, and there was no time. There
were already checked, but no closer to an answer. Based on interviews with
teachers, students generally did not check workmanship matter because not
enough time and sure vain check the answer because it knowed for sure wrong.
14. Gambar 6 Percentage of Student’s Conditional Knowledge
Note:
CODE INDICATOR CODE INDICATOR
PK1 Check the progress of problem solving PK4 Check the method used has been correct
PK2 Effective time management PK5 Have belief in problem solving that has
done
PK3 Determine the assumption chosen has been correct
Results PK2 indicator showed students were poor in working on the set time
given. Many of them were difficult to focus on something that was believed not to
be done, not to mention the notion of question that did not draw cause drowsiness
and dizziness. By the time they did not understand to think about what to think
and did not know what they wanted to write just a dreamy look about.
The results PK3 indicator obtained that as many as 67.74% student did not
examine the assumptions that had been made it wass right or not. The reason was
they were not sure of the assumptions that had been made, because they did not
understand the problem and there was no assumption of the initial construct. This
was the impact of the student's inability to control the anxiety that lead to
pessimism in workmanship matter. In addition, students' thinking strategies
which only focused on knowledge of chemical equilibrium made them difficult to
think of what it actually wanted to be found. PK4 indicator results showed as
much as 74.19% students did not check back stage about the work they did. They
did not check because did not know, did not finish work on the problems, there
was no time and realized that the answer was not the right way. But there was
student thought did not need to check about the stages of processing carried out
because he felt the outcome was consistent with the answers he wanted and if
nothing was calculated.
Results PK5 indicator showed the level of confidence in the results of the
student's own work was very high. There are 93.55% of students were not feeling
to need to prove the answer to the cooperative way. Based on the results PK5
indicator, the level of students' beliefs was comparable with cognitive
achievement of students. Student who was so sure of the answer had good
chemistry learning achievement. This was according to research Coutinho (2007)
was their mastery of learning objectives (goal mastery). Based on interviews with
students and teachers, generally oriented student-centered learning outcomes
without an interest in chemistry. The students' attitudes educated themselves to
increase their confidence.
25,81 22,58
32,26
25,81
93,55
0,00
20,00
40,00
60,00
80,00
100,00
PK1 PK2 PK3 PK4 PK5
Percentage
(%)
Indicator Code
Percentage Positive Percentage Negative
15. CONCLUSION AND SUGGESTION
Conclusion
Declarative knowledge of students on the motivation was 90.32% and
29.03% for anxiety control. Identify the problem of the initial knowledge of the
students was 12.90%, belief in the definition and description of the problem given
was 29.03% and targeting issues was 35.48%. The organizing of the information
of about 58.06%. There were 77.42% of the students could think of strategies that
might be used to solve the problem but only 25.81% of students were able to
organize their thinking strategies. Procedural knowledge in determining the
assumption was 54.84%, There were 22.58% of students capabled to develop a
strategy plan completion. There were 58.07% of the students started up about
61.29% equation and analyzed the factors involved in shifting the equilibrium in
which misconceptions were found at most the effect of the concentration. Only
29.03% of students who tried to resolve the problem by connecting other
knowledge. There were 38.71% of the students analyzed the quantitative aspects
and 25.81% of students were able to find other ways which could be used to solve
the problem after problem processing time expires. Conditional knowledge in
determining the time and reason for the using of strategies by examining the
progress of problem solving was 25.81%, examination of the assumptions made
was 32.26%, the examination methods used was 25.81%, 22.58% of the time
management and belief on the work itself was 93.55%.
Suggestion
Observations need to be made early metacognition skills in addition to
asking questions such as the skills to make a map of concepts and create self-
description. Research needs to be done regarding awareness metacognition
metacognition and knowledge to see the full metacognition in class XI IBC SKI
Pontianak. Research needs to be done in respect of students’ metacognitive
knowledge of class XI IBC SKI Pontianak on the reaction rate material, and acid-
base solution for in-depth review of metacognitive knowledge in chemical
equilibrium. Schools need to do exercises to improve students' metacognitive
knowledge in chemistry as a way of discourse highlight important information
(for declarative knowledge), create concept maps (for procedural knowledge) and
propose conceptual problems (for conditional knowledge).
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