Repo Dosen ULM

METACOGNITIVE CONCEPTUAL CHANGE (MCC) LEARNING MODEL: IMPROVING STUDENTS’ CONCEPTUAL CHANGE THROUGH METACOGNITIVE SKILLS, MOTIVATION, AND SCIENTIFIC KNOWLEDGE

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dc.contributor.author Syahmani, Syahmani
dc.contributor.author Hafizah, Ellyna
dc.contributor.author Sholahuddin, Arif
dc.contributor.author Sauqina, Sauqina
dc.contributor.author Prasetyo, Yogo Dwi
dc.contributor.author Rahman, Nor Farahwahidah Abdul
dc.date.accessioned 2024-06-15T11:02:18Z
dc.date.available 2024-06-15T11:02:18Z
dc.date.issued 2023-09-30
dc.identifier.citation Syahmani, Hafizah, E., Sholahuddin, A., & Sauqina, N. F. A. Rahman. (2023). Metacognitive conceptual change learning model: Promoting students’ conceptual change through metacognitive skills, motivation, and scientific knowledge. Jurnal Pendidikan IPA Indonesia, 12(3), 423-438. https://doi.org/10.15294/jpii.v12i3 en_US
dc.identifier.issn 2339-1286
dc.identifier.uri https://repo-dosen.ulm.ac.id//handle/123456789/34190
dc.description.abstract Conceptual change (CC) is a learning process in which students’ misconceptions are transformed into more scientific knowledge. The Metacognitive Conceptual Change (MCC) learning model is created by incorporating metacognitive skills and motivation elements into the CC model to make it more effective. It is necessary to look into the MCC model’s efficacy in encouraging students’ CC. This study aims to evaluate the MCC model’s effectiveness in improving conceptual changes in students through metacognitive skills, motivation, and scientific knowledge. This study used the experimental method with a one-group pretest-posttest design. The trial subjects were limited to 25 participants, while the broad trial subjects comprised 60 participants. Data was collected from tests, observations, questionnaires, and documentation. Data analysis techniques used in this study were descriptive, qualitative (n-gain test), and quantitative (paired t-test). The results demonstrate that the MCC learning model successfully raises students’ motivation, scientific knowledge, and metacognitive skills (p Sig. 0.05), encouraging the CC process. It is concluded that the MCC learning model effectively improves students’ CC by incorporating scientific knowledge, motivation, and metacognitive skills into instructional decisions. The MCC has practical implications for assessing CC through motivation and metacognitive scaffolding. en_US
dc.description.sponsorship Hibah Unggulan FKIP ULM en_US
dc.language.iso en en_US
dc.publisher Science Education Study Program FMIPA UNNES Semarang en_US
dc.relation.ispartofseries 12;3
dc.subject conceptual change en_US
dc.subject metacognitive skill en_US
dc.subject motivation en_US
dc.subject scientific knowledge en_US
dc.title METACOGNITIVE CONCEPTUAL CHANGE (MCC) LEARNING MODEL: IMPROVING STUDENTS’ CONCEPTUAL CHANGE THROUGH METACOGNITIVE SKILLS, MOTIVATION, AND SCIENTIFIC KNOWLEDGE en_US
dc.type Article en_US


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