Perspective Chapter: Metacognitive Learning Strategy

*Parlan Parlan*

### **Abstract**

Metacognition is an important aspect of learning because metacognition affects a person's learning process. Metacognition is also a strong predictor of academic success and problem solving. To improve students' metacognition skills, appropriate learning strategies are needed. Metacognitive learning strategy is one strategy that has the potential to improve students' metacognitive abilities. This study aims to produce metacognitive learning strategy. The research design used is Research and Development, which refers to the 4D development model from Thiagarajan, namely *Define, Design, Develop*, and *Disseminate*. The *define, design, and develop stages produce valid*, practical, and effective metacognitive learning strategy. Validation of learning strategy and tools was carried out by three experts in the field of chemistry education. The development of metacognitive learning strategy was carried out through limited trials and implementation was carried out on the undergraduate students of Chemistry Education Study Program in Malang Indonesia, in the Organic Chemistry I course. The resulting metacognitive learning strategy is called PDCA Metacognitive Learning Strategy (*Preparing, Doing, Checking, and Assessing & Following-Up*).

**Keywords:** metacognition, metacognitive learning strategy, understanding, meaningful learning, PDCA

### **1. Introduction**

The lecturing format based on textbooks still dominates learning today, although many active student-based learning models are known [1]. Learning in this way causes students to learn by rote learning, inhibiting the development of critical thinking and meaningful learning [2]. Some of the reasons for using the lecture learning method are to cover all the material that must be taught and still be able to control the class [1]. Textbook-based learning often fails, due to low student attention, simplifying examples, and too much material being presented at one time [3], as well as resulting in superficial understanding [2].

The results showed that students' understanding of the relationship between molecular structure and its properties was still low. For example, there are still many students who cannot apply their knowledge of hydrogen bonding in interpreting physical properties and molecular spectra data despite understanding the concept of hydrogen bonding. Some students experience misconceptions in explaining the concept of boiling point associated with hydrogen bonding [4]. There are still many

students who have difficulty connecting the concepts learned with other related concepts. Understanding of the relationship between concepts in chemistry/science is still very minimal. Students have difficulty explaining the properties of compounds based on their molecular structure. For example, students assume that if a liquid boils, then there is a break of covalent bonds in the molecules of the compound. There are still many students who consider that if a substance melts (melts) there is a break in covalent bonds (and not bonds between molecules [5].

Only a small (1.35%) of students were able to understand the relationship of molecular structure to compound properties with scientific *mental models (Scientifically* Correct, SC), 98.65% alternative mental models (5.53% mental models of type NR *(No Response*), 42.57% type SM (*Specific Misconceptions*), and 50.54% of PC type (*Partially Correct*). In general, students cannot yet understand the relationship of molecular structure to the properties of compounds, which includes representations of the three levels of chemistry and their interconnections [6]. The author's experience in learning the material and the properties of compounds shows that only about 25% of students can do problems that relate two or more variables. This data is a challenge for chemistry/science teachers.

Future chemistry/science teachers are teachers who master the three pillars of knowledge, namely content knowledge, pedagogical knowledge, and pedagogical content knowledge [7, 8]. In addition to these three pillars, in the era of technology, teachers must master technological knowledge [9]. Content knowledge states knowledge of the material to be taught. Pedagogic knowledge expresses general knowledge of how students learn or in a special sense expresses ability about methods/ways of teaching material to students. Pedagogic content knowledge is special knowledge to teach certain topics to certain students under certain conditions (*PCK = pedagogical content knowledge*).

Content knowledge (CK) is an important aspect in learning because, without adequate content knowledge, teachers will not be able to teach well. Content knowledge is the teacher's knowledge of the material to be studied or taught to students. Content knowledge includes knowledge of concepts, theories, ideas, scientific organizational frameworks, evidence and how to prove, and approaches to developing that knowledge. Content aspects in science include knowledge of scientific facts and theories, the scientific method, and evidence-based reasoning [9]. A teacher can teach his/her students well if he masters the learning content to be taught. Teachers who understand learning content well can explain concepts well and use best learning practices that support concept construction and development of abstract concepts by their students [10].

Understanding of learning content occurs when the learning experience experienced is meaningful learning. In learning, it means that a knowledge/concept is understood as a unity with knowledge/concepts that have been understood before. Previous knowledge is more specifically mastered knowledge needed to understand the new knowledge being learned called *prior knowledge* [11]. The link between initial knowledge and new knowledge learned will form a broader knowledge build with consistent meaning. Early knowledge acts as *an advance organizer* [12]. Meaningful learning occurs when students are involved in learning that is directed at goals that have been understood/mutually agreed, students are actively involved in learning, and there is multidirectional interaction (student with student, student with teacher, student with media and learning resources) so that there is a construction of concepts in students and authentic assessment (measuring complex and contextual abilities).

### *Perspective Chapter: Metacognitive Learning Strategy DOI: http://dx.doi.org/10.5772/intechopen.113919*

Learning carried out by teachers/lecturers is directed to help students build knowledge and thinking skills so that they can find relationships between the concepts learned and use the understanding of these concepts to explain relevant phenomena. One example is finding relationships between molecular structure and macroscopic properties in meaningful learning [13]. The reality shows that the learning carried out by teachers/lecturers in the classroom is still dominated by conventional learning/approaches [1, 2]. Empirical evidence shows that conventional learning/approaches cannot assist students in developing an understanding of the relationship between structure and compound properties. Student learning experiences cannot help develop an adequate conceptual framework.

Evidence shows that students' understanding of the relationship between molecular structure and its properties is still low, for example, there are still many students who cannot apply their knowledge of hydrogen bonds in interpreting physical properties and molecular spectra data, even though they understand the concept of hydrogen bonding. Some students experience misconceptions in explaining the concept of boiling point associated with hydrogen bonds. To overcome these problems, it is necessary to apply appropriate learning strategies [4].

One of the efforts that can be made to overcome these problems is to choose/apply the right learning strategy. Choosing the right learning strategy is an important aspect that is carried out so that students can master the concepts learned in depth and their application in the appropriate context. The strategies chosen in learning must be able to improve critical thinking skills, equip students with problem-solving skills and strategies in a broader context, and provide a model of knowledge about how a person learns. These aspects are included in the higher-order thinking component, which consists of (1) problem-solving skills, (2) creative thinking, (3) critical thinking, and (4) decision-making [14, 15].

Starting in the late twentieth century, science learning shifted from learning that required students to memorize facts to learning as a way of figuring out and thinking [16]. Metacognitive learning strategies are one alternative strategy that is suitable and meets the demands of these needs. The use of metacognitive learning strategies allows learners to develop their metacognitive knowledge and skills. Both components of metacognition are important aspects of science learning. In this learning, students are expected to be able to describe objects and events, ask questions, construct scientific explanations, test explanations with appropriate scientific knowledge, and communicate their ideas. In this way, students actively build understanding of science by combining scientific knowledge with reasoning (scientific explanation) and thinking skills.

The ability of students to construct scientific explanations is one of the benchmarks for students' understanding of the concepts learned and the relationship between concepts, as well as their application in appropriate contexts. Understanding of the material studied affects students' ability to use effectively the evidence in scientific explanations made. In constructing scientific explanations, students must be able to obtain, select, and use data as evidence to support claims. Generally, students have difficulty in such complex tasks. Even someone who has had considerable educational experience and is an expert also has difficulty in distinguishing evidence from theory and using evidence to support claims [17]. In addition, students also still have difficulties in choosing the right and appropriate evidence [18].

At the beginning of the twenty-first century, there has also been a paradigm shift in learning in schools, where a new approach is used that considers aspects of literacy as important to deal with the complexity of contemporary life. The development of

information and knowledge systems has an impact on shifting the paradigm from just knowing information to being able to remember and process information to be able to find and use it effectively. The learning process is not only applied to the relationship of stimulus and response (S-R) and the provision of reinforcement but also related to logical and rational relationships that involve the process of acquisition or change from within (*insight*), outlook (*outlook*), expectations or patterns of thinking [19].

The development of cognitive science recognizes the importance of thinking and problem-solving in learning. Learning is closely related to thinking and reasoning. If a person understands certain knowledge, then he is able to use that knowledge to solve new relevant problems. In line with this thinking, current learning practices emphasize learning with understanding [20]. Understanding a topic means being able to think and act creatively and competently with what is known about the topic [21]. An important implication of this view is that mental processes related to thinking are not limited to some level of learning. Instead, thinking skills determine learning success even at the basic level of reading, math, and all other subjects in school. If knowledge acquisition is defined as learning by understanding, then learning cannot occur without thinking [22]. Therefore, students' understanding can be improved by practicing thinking and reasoning skills in learning.

According to Wong et al. [23], thinking cannot occur spontaneously but must be generated by problems and questions or by giving some conflict (cognitive conflict). Dewey's concept of thinking fits with the results of research on metacognitive learning strategies and the importance of teaching students to think about their thought processes [24]. According to Marzano et al. [25], the dimension of thinking is expressed by the dimension of learning. In Marzano's learning dimension, metacognition is the highest dimension of learning. Educators have used the learning dimension as a reference in developing learning strategies, lesson planning and assessment, making systematic reforms, and determining what students must master to solve each problem and make decisions in various situations [26].

Wilson and Bai [27] conducted research on the relationship between teachers' metacognitive knowledge and pedagogic understanding of metacognition. The results showed that teachers' metacognitive knowledge had an impact on their understanding of metacognition. Teachers who have a better understanding of metacognition teach their students to be metacognitive, a complex understanding of metacognition and metacognition thinking strategies. Effective learning not only improves the quality of learning but also helps students to develop the metacognitive skills necessary to master higher levels and to reconstruct conceptual knowledge and procedural strategies if needed [28]. Undergraduates' students reading comprehension in the metacognitive group was significantly higher than the students in the conventional reading group [29].

Based on the results of theoretical studies and research results, it is known that metacognition is an important aspect of learning. The use of metacognitive strategies facilitates students mastering/improving mastery of the components of metacognition, namely metacognitive knowledge and skills. Mastery of metacognition knowledge through meaningful learning in metacognitive strategies increases students' reasoning abilities because the three components of cognition knowledge are what (declarative), why (conditional), and how (procedural) trigger the development of students' thinking skills. If the student is faced with a certain phenomenon, then he will activate the components of his metacognitive knowledge. If the three components of metacognitive knowledge can develop well, then students can construct scientific explanations well.

*Perspective Chapter: Metacognitive Learning Strategy DOI: http://dx.doi.org/10.5772/intechopen.113919*

Christ (1988) developed a metacognitive learning strategy, consisting of four steps, namely *preview, learn, review, and study*. Ref. [13] adapted Christ's model to develop a metacognitive learning strategy called the learning cycle, which consists of five steps, namely *preview, attend, review, study, and assessment*. This model provides students with strategies that can be applied to improve their learning skills and monitor their learning strategies. The five steps are: (1) *Preview*: preview before class—read a short chapter, underline/follow important words, review the summary, find the purpose of the chapter, and compile questions that the teacher will ask to students. (2) *Attend*: activities in class, answering and asking questions, and making important defects. (3) *Review*: immediately after in class—make defects, fill in gaps, and write each question. (4) *Study*: Ask questions such as why, how, and how if, ......, and (5) *Assess*: assess learning — periodically check readiness: (a) Am I using the learning method effectively? and (b) Do I understand enough material to teach other friends?

The results of research conducted [13] on the application of metacognitive strategies in basic chemistry obtained several findings, including (1) students are more motivated in participating in basic chemistry learning (especially students majoring in health), (2) after being introduced to Bloom's taxonomy, students understand the importance and how to develop higher-order thinking skills, (3) students know ways of learning other than memorization, and (4) after students using these strategies and feeling a better understanding and success, his ability/performance continues to improve, and is motivated to continue using the way of learning.

The model developed by Cook et al. has not expressly conditioned students to associate with the prior knowledge needed to understand new material. In addition, at the final stage of learning, there is no assessment of student understanding after strengthening learning and also no follow-up activities on learning outcomes associated with subsequent learning activities. The authors developed a metacognitive learning strategy adapted from the model of Cook et al.

The metacognitive learning strategy developed consists of four steps, namely *preparing* (preparation), *doing (study),* checking *(monitoring),* and assessing and following-up *(assessment and follow-up*) abbreviated as PDCA. The steps are developed as in **Figure 1**.

Information:

: Step flow.

: Occurs in process.

PDCA metacognitive learning strategy is developed based on metacognition theory [29], meaningful learning theory [12], constructionism theory [30], active learning theory [31], and transfer of learning theory [32, 33] learning theory, and self-regulation learning theory (*self-regulated learning*) [34].

The environment that supports PDCA metacognitive learning strategy is a learning environment that allows students to understand their learning objectives, prerequisite knowledge, and cognition knowledge and determine how to learn to construct the concepts they learn through their activities in class together with other friends, and evaluate their learning. Therefore, the role of teachers/lecturers is to facilitate students to identify and formulate their learning goals, recognize the knowledge that has been mastered that is needed to learn new material (prerequisite knowledge), choose a way of learning that suits the learning style and characteristics of the material studied, monitor their learning progress, and evaluate the learning outcomes that have been formulated. Teachers/lecturers need to provide a learning environment that supports student learning activities, namely helping students access information sources (teaching materials), providing appropriate teaching materials,

and organizing learning activities in class so that interaction between students and with learning resources can run well so that a cooperative learning atmosphere can occur. Teachers/lecturers must encourage learners to be actively involved in learning through discussions, presentations, and questions and answers so that concept construction can take place properly.
