Metacognitive Skills and Self-Regulated Learning in Pre-Service Teachers: Role of Metacognitive-Based Teaching Materials: Research Article

Utiya Azizah; Harun  Nasrudin

doi:10.36681/

Authors

Utiya Azizah Chemistry Department, Faculty of Mathematics and Natural Sciences,State University of Surabaya, Surabaya 60231, Indonesia.
Harun Nasrudin Chemistry Department, Faculty of Mathematics and Natural Sciences, State University of Surabaya, Surabaya 60231, East Java, Indonesia. https://orcid.org/0000-0002-4315-876X

DOI:

https://doi.org/10.36681/

Keywords:

metacognitive skills, self-regulated learning, Learning materials

Abstract

This study reports an empirical research of metacognitive skills and self-regulated learning of prospective chemistry teacher students through the implementation of Metacognitive-based teaching materials.This research involved 73 Pre-service teachers from Surabaya State University, Indonesia, who were studying solution material. The metacognitive skills of pre-service teacherPre-service teachers were tested with essay tests, in accordance with indicators of metacognitive skills. Questionnaires are used to measure student self-regulated learning. The data analysis technique was carried out with the use of qualitative and quantitative descriptive methods.This study obtained that: (1) the majority of pre-service teacher had metacognitive skills in the category of “high” and “very high” on all indicators of metacognitive skills, and (2) they also had self-regulated learning with high criteria and very high in learning chemistry on each indicator, including self-motivation,belief task analysis, self-control, self-observation, self-judgment, and self-reaction. The implementation of metacognitive-based teaching materials can improve the metacognitive skills and build self-regulated learning of Pre-service teachers.

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