The Effectiveness of RMS Learning Model in Improving Metacognitive Skills on Science Basic Concepts

Autor/inn/en	Muhlisin, Ahmad; Susilo, Herawati; Amin, Mohamad; Rohman, Fatchur
Titel	The Effectiveness of RMS Learning Model in Improving Metacognitive Skills on Science Basic Concepts
Quelle	In: Journal of Turkish Science Education, 15 (2018) 4, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Muhlisin, Ahmad) ORCID (Susilo, Herawati) ORCID (Amin, Mohamad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1304-6020
Schlagwörter	Metacognition; Scientific Concepts; Science Instruction; Academic Ability; Teaching Methods; Skill Development; Interaction; College Students; Grade Point Average; Student Characteristics; Thinking Skills; Cognitive Ability; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Interaktion; Collegestudent; Denkfähigkeit; Ausland; Indonesien
Abstract	This study aimed at: 1) Examining the effect of RMS learning model to metacognitive skills. 2) Examining the effect of different academic abilities against metacognitive skills. 3) Examining the effect of interaction between RMS learning model and different academic abilities against metacognitive skills. This study is quasi experiment which employed pretest and posttest non equivalent group design. The instrument of this study was essay test with high level of reliability 0.712. Descriptive analysis and ANACOVA statistical analysis were applied to analyze the obtained data. The results showed that RMS learning model effectively improved metacognitive skills and able to aligned students' metacognitive skills in different academic abilities. The highest indicator metacognitive skills are shown on the indicator planning with descriptions set goals with a value of 90%. The impact of RMS learning models was 51.5% higher than conventional models on metacognitive skills. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/index.php/tused/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01