Simas Eric Learning Model (SELM): Enhance Student Metacognitive Skill Based on the Academic Level

Autor/inn/en	Darmawan, Ericka; Zubaidah, Siti; Ristanto, Rizhal Hendi; Zamzami, Muhammad Rizal Akbar; Wahono, Bevo
Titel	Simas Eric Learning Model (SELM): Enhance Student Metacognitive Skill Based on the Academic Level
Quelle	In: International Journal of Instruction, 13 (2020) 4, S.623-642 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Teaching Models; Metacognition; Skill Development; Learning Processes; Academic Achievement; High School Students; Student Centered Learning; Intelligence Quotient; Constructivism (Learning); Foreign Countries; Pretests Posttests; Cognitive Mapping; Individual Differences; Biology; Indonesia + Suchen Sie Ihr Suchwort? Lehrmodell; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenzentwicklung; Qualifikationsentwicklung; Learning process; Lernprozess; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Intelligenzquotient; Ausland; Individueller Unterschied; Biologie; Indonesien
Abstract	Metacognitive skills play a central role in the student learning process. However, there is a limited report consider regarding any learning model that can enhance students' metacognitive skills, particularly related to students' academic level. This current research aimed to perform the Simas Eric Learning Model (SELM) by considering students' academic level, namely, high and low academic levels toward metacognitive skills. The SELM is one of the learning model based on constructivism focusing on student-centered activities. The total of the participants was 254 senior high school students. The categorization of the sample was based on the homogeneity test in their IQ score. IQ tests had been conducted by schools before doing research in collaboration with higher education institutions that have official certificates measuring IQ. Test on the metacognitive skills was done before and after the learning and was analyzed by using Analysis of Covariance and Least Significance Different tests. The research results show that SELM was able to improve students' metacognitive skills significantly. The metacognitive skills of students who were taught by SELM were 71.9% higher than those who were taught by the conventional learning model. SELM can be used to improve students' metacognitive skills in learning biology. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01