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Evaluating Metacognitive Strategies and Self-Regulated Learning to Predict Primary School Students' Self-Efficacy and Problem-Solving Skills in Science Learning

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Title: Evaluating Metacognitive Strategies and Self-Regulated Learning to Predict Primary School Students' Self-Efficacy and Problem-Solving Skills in Science Learning
Language: English
Authors: Fajar Arianto (ORCID 0000-0002-5026-0092), Muhammad Hanif (ORCID 0000-0003-4132-9788)
Source: Journal of Pedagogical Research. 2024 8(3):301-319.
Availability: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Metacognition, Elementary School Students, Predictor Variables, Self Efficacy, Problem Solving, Science Education, Self Management, Grade 5, Correlation, Foreign Countries
Geographic Terms: Indonesia
ISSN: 2602-3717
Abstract: The use of metacognitive and self-regulated strategies is a potential predictor of problem-solving skills and self-efficacy. However, this potential needs to be seen at the level of knowledge and experience of various attributes and forms of activity. This research aims to see the interaction effect of using metacognitive and self-regulated strategies on problem-solving skills and self-efficacy in primary school students. This research is quantitative in the form of a factorial design with a 2x2 design. A total of 100 primary school students were the subjects of data mining through tests and questionnaires. The results of this study show that both metacognitive and self-regulated strategies separately positively influence problem-solving skills and self-efficacy. However, when combined with the analysis, it shows that there is no interaction pattern of metacognitive and self-regulated strategies in each of the problem-solving and self-efficacy variables. The use of metacognitive strategies and also self-regulation has a different impact on problem-solving which shows that students tend to be resistant to these attributes in learning. This is thought to be caused by the knowledge style and experience attributes possessed by primary school students. Apart from that, learning styles and science materials, which are mostly in the form of concepts, also have allusions, so the combination of the two needs to be analyzed more deeply. Future teachers and researchers can use this research as a basis for testing the potential interaction of many attributes and skills at certain cognitive levels.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441218
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Evaluating Metacognitive Strategies and Self-Regulated Learning to Predict Primary School Students' Self-Efficacy and Problem-Solving Skills in Science Learning
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  Data: <searchLink fieldCode="AR" term="%22Fajar+Arianto%22">Fajar Arianto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5026-0092">0000-0002-5026-0092</externalLink>)<br /><searchLink fieldCode="AR" term="%22Muhammad+Hanif%22">Muhammad Hanif</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4132-9788">0000-0003-4132-9788</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pedagogical+Research%22"><i>Journal of Pedagogical Research</i></searchLink>. 2024 8(3):301-319.
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  Data: Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2602-3717
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  Data: The use of metacognitive and self-regulated strategies is a potential predictor of problem-solving skills and self-efficacy. However, this potential needs to be seen at the level of knowledge and experience of various attributes and forms of activity. This research aims to see the interaction effect of using metacognitive and self-regulated strategies on problem-solving skills and self-efficacy in primary school students. This research is quantitative in the form of a factorial design with a 2x2 design. A total of 100 primary school students were the subjects of data mining through tests and questionnaires. The results of this study show that both metacognitive and self-regulated strategies separately positively influence problem-solving skills and self-efficacy. However, when combined with the analysis, it shows that there is no interaction pattern of metacognitive and self-regulated strategies in each of the problem-solving and self-efficacy variables. The use of metacognitive strategies and also self-regulation has a different impact on problem-solving which shows that students tend to be resistant to these attributes in learning. This is thought to be caused by the knowledge style and experience attributes possessed by primary school students. Apart from that, learning styles and science materials, which are mostly in the form of concepts, also have allusions, so the combination of the two needs to be analyzed more deeply. Future teachers and researchers can use this research as a basis for testing the potential interaction of many attributes and skills at certain cognitive levels.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 301
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Self Management
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      – SubjectFull: Grade 5
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      – SubjectFull: Correlation
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: Evaluating Metacognitive Strategies and Self-Regulated Learning to Predict Primary School Students' Self-Efficacy and Problem-Solving Skills in Science Learning
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