Using Self-Regulated Learning to Promote Students' Metacognitive Awareness in Learning Electricity

Abstract

Metacognitive awareness is an important aspect to develop as it possibly compensates low ability in concept mastery or lack of relevant prior knowledge. This study aims to investigate the effect of self-regulated learning on students' metacognitive awareness. The method used is a weak experiment method. The sample includes 27 students consisting of 14 females and 13 males from junior high school in Bandung. Self-regulated learning is also found to have N-gain value of 0.19 meaning that there is a low improvement in students' metacognitive awareness. The treatment improves the domain of procedural knowledge the highest out of eight aspects in metacognitive awareness. This research shows that the difference in the result of the application of self-regulated learning in different gender results in higher metacognitive awareness in female students. This research will be beneficial for researchers by providing them further materials and data on how self-regulated learning affects students' metacognitive awareness.