The Implementation of Metacognition in Teaching Character Education in Primary Education

Elisabeth Avryanne Suminto(1*), Concilianus Laos Mbato(2)
(1) Sanata Dharma University
(2) Sanata Dharma University
(*) Corresponding Author
DOI : 10.24256/ideas.v8i1.1255

Abstract

Metacognition is concerned with a person’s awareness of his or her own thinking processes. It is essential to study the implementation of metacognition in teaching character education since it serves as the basis for the teachers to guide the students into holistic learning. This research focused on the teachers’ perceptions on the implementation of metacognition in character education. In particular, it aimed to obtain the information about the extent to which metacognition in character education in primary education led the teachers to school vision. The researchers employed mixed-method research involving twenty-one primary school teachers in a primary school in the Magelang region, Central Java. The instrument used were questionnaire and interview. The findings of this research showed that the teachers perceived the implementation of metacognition in teaching character education positively. However, the results of the interview revealed that they did not implement regulation of cognition wholly. Furthermore, the results of the open-ended questionnaire showed that there were four values which were well-implemented i.e., compassion, celebration, competence, and conviction. For the future research, therefore, urges future researchers to conduct a research in the broader scope of schools.

Keywords


metacognition, regulation of cognition, character education, primary education

References


Anderson, et al. (2001). A taxonomy for learning, teaching, and assessing. New York, United States: Addison Wesley Longman.

Anderson, J. (2016). Schools are finally teaching what kids need to be successful in life. Retrieved on October 4th, 2019, from

https://qz.com/656900/schools-are-finally-teaching-what-kids-need-to-be-successful-in-life/

Arthur, J. (2005). The re-emergence of character education in British education policy. British Journal of Educational Studies, 53(3), 239–254.

Beteille, T. & Evans, D. (2019). Successful teachers, successful students: recruiting and supporting society’s most crucial profession.

Retrieved from http://www.worldbank.org./en/topic/teachers

Bialik, M., Michael, B., Charles, F., & Michaela, H. (2015). Character education for the 21st century. In Center for Curriculum Redesign. Retrieved from

http://curriculumredesign.org/wp-content/uploads/CCR-CharacterEducation_FINAL_27Feb2015.pdf

Bromley, M. (2018, November 21st). In the classroom: metacognition explained. Retrieved from:

http://www.sec-ed.co.uk/best-practice/in-the-classroom-metacognition-explained

Cambridge International Education Teaching and Learning Team. (2019, November 11th). Getting started with metacognition. Retrieved from

https://cambridge-community.org.uk/professional-development/gswmeta/index.html

Cresswell, J. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research. Lincoln: Pearson.

Farrington, C. A., Roderick, M., Allensworth, E. M., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. In The Role Of Noncognitive Factors in Shaping School Performance: A Critical Literature Review. Retrieved from

papers3://publication/uuid/EDEBF1C9-0E1E-4E6A-BADC-6621FA39A342

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.

https://doi.org/10.1037/0003-066X.34.10.906

Fouts, G. & Liikanen, P. (1975). The effects of age and developmental level on imitation in children. Child Development, 46(2), 555–558.

Gott, John. (2003) The School: The Front Line of Mental Health Development? Pastoral Care in Education, 21:4, 5-13,

DOI: 10.1111/j.0264-3944.2003.00272.x

Gunawan, R. (2017). The role of character education for early children in early childhood education programs in Happy Kids Bogor Indonesia. 66, 23–26. https://doi.org/10.2991/yicemap-17.2017.5

Gunawan, F., Mayasari, R., Muna , W., & Masruddin, M.(2019). Lecturer’s Language Style and Students’ Academic Self Efficacy in Higher Education of Indonesia. Arab World English Journal, 10(2)77-87,

DOI: https://dx.doi.org/10.24093/awej/vol10no2.7

Hasan, S. H. (2013). History education in curriculum 2013: a new approach to teaching history. Historia: International Journal of History Education, 14(2), 163. https://doi.org/10.17509/historia.v14i1.2023

Jacobs, J & Paris, S. (1987). Children’s Metacognition About Reading: issues in Definition, Measurement, and Instruction. Educational Psychologist, 22:3-4, 255-278, DOI: 10.1080/00461520.1987.9653052

Kongregasi Suster-Suter CB (Congregation of Sisters of Charity of Saint Charles Borromeo). (2019, October 1st). Karya pelayanan pendidikan formal kongregasi Carolus Borromeus. Retrieved from

http://www.sustercb.com/karya-kerasulan/pendidikan/

Malik, F. & Marwaha, R. (2016). Developmental stages of social emotional development in children. Retrieved on October 3rd, 2019,

from https://www.ncbi.nlm.nih.gov/books/NBK534819/

Masruddin, M. (2018). The Efficacy of Using Short Video through Group Work in Teaching Speaking to Indonesian English as Foreign Language (EFL) Students. Arab World English Journal, 9 (3), 282-293.

DOI: https://dx.doi.org/10.24093/awej/vol9no3.19

Masruddin. (2018). Learning style in language learning classroom. Journal of Language Teaching and Learning, Linguistics and Literature, 6 (2), pp. 115-125.

Mbato, C. L. (2013). Facilitating EFL learners’ self-regulation in reading: implementing a metacognitive approach in an Indonesian higher education context. EdD Theses, Southern Cross University. Lismore: Southern Cross University. Retrieved on October 7th, 2019 from

https://epubs.scu.edu.au/theses/353/

Murtafiah., Masrura, Si., Indrawati, N., Arsyad, N., &, & Awi. (2018). The development of learning package based on metacognitive strategies to build the students character. Journal of Physics: Conference Series, 128, 1–6. https://doi.org/10.1088/1742-6596/1028/1/012127

Parent, L. (2017, February 23rd). Building content & character with metacognition. Retrieved from

https://medium.com/open-edtech/building-content-character-with-metacognition-3e80b2f580ab

Reid, R., Lienemann, T., Hagaman, J. (2013). Strategy instruction for students with learning disabilities. New York, United States of America: The Guilford Press.

Saavedra, A. R., & Opfer, D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13.

https://doi.org/10.1177/003172171209400203

Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351-371.

Sofyan, M. (2017). EFL learners self-regulated learning strategies in achieving an excellent academic performance. Journal on English Language teching & Learning Linguistics and Literature, 5 (2), 109-123. DOI: https://doi.org/10.24256/ideas.v5i2.11

Sungkawati, W. (2014). Analisis pendidikan karakter dalam lagu dolanan anak. Journal on English Language Teaching & Learning Linguistics and Literature, 2 (2), 1-17. DOI: https://doi.org/10.24256/ideas.v2i2.34

Tarrant, P. & Holt, D. (2016). Metacognition in the primary classroom. New York, United States: Routledge.

Todarung, Y., et al. (2017). Kurikulum Cc5+ Tarakanita. Jakarta: Divisi Pendidikan Yayasan Tarakanita.

Valentina, J. (2019, October 7th). The future of combating hoaxes lies in the hands of gen z. The Jakarta Post, Science & Tech.

Retrieved from

https://www.thejakartapost.com/life/2019/10/06/the-future-of-combating-hoaxes-lies-in-the-hands-of-gen-z.html

Whitebread, D. et al. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63-85.

DOI: https://doi.org/10.1007/s11409-008-9033-1

Wilson, L. (2019). Three domains of learning - Cognitive, affective, psychomotor. Retrieved on October 1st, 2019, from

http://thesecondprinciple.com/instructional-design/threedomainsoflearning/


Article Statistic

Abstract view : 22 times
PDF views : 7 times

The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).

If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs.

Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above.

Fullscreen Fullscreen Off

Full Text: PDF

How To Cite This :

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.