The Analysis of Student's Science Metacognition Ability in Information System and Computer Technology Courses

Abstract

This study aims to analyze and describe students' scientific metacognition abilities in the Computer Information Technology Course. Through a quantitative approach, data collection using a survey model and involving 156 students at the State Islamic University of Sulthan Thaha Saifuddin Jambi and the Islamic Institute of Nusantara Muara Bulian. Based on the data and discussion, it can be seen that in general, students' science metacognition ability is in the "medium" category as much as 48.62%, the "high" category is 40.38%, and the "low" category is 11%. More in-depth data analysis shows that the ability to identify problems (128,20), plan learning activities (152,88), and make conclusions (156,26) is in the "high" category. The ability to consider the implications of a concept (112,53), construct the relationship between previous knowledge and the knowledge to be studied (113,14), monitor every step to be taken (96,27), and identify sources of error (88,87 ) is in the "medium" category. Meanwhile, the ability to identify concepts with an average score (78.52) is in the "low" category. Therefore, these abilities and skills must remain the attention and focus of educators (teachers and lecturers) in using appropriate learning models to improve scientific metacognition skills, including learning courses in information technology and computer systems and others.

Keywords: Science Metacognition, Computer Information Technology

DOI: 10.7176/JEP/11-28-11

Publication date:October 31^st 2020