Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender

Muhammad Asy'ari; Cleci T. Werner da Rosa

doi:10.36312/ijece.v1i1.731

Authors

Muhammad Asy'ari Universitas Pendidikan Mandalika
Cleci T. Werner da Rosa Universidade de Passo Fundo

DOI:

https://doi.org/10.36312/ijece.v1i1.731

Keywords:

Metacognitive awareness, Remote learning, Cognitive styles, Gender

Abstract

Cognitive regulation related to the learning independence is a problem that often appears in remote learning. It’s related to metacognition awareness that claimed could facilitate learners in understanding how to learn and regulate the learning process to solve the new problem encountered. The current study aimed to investigate the prospective science teachers’ (PST) metacognitive awareness in remote learning based on field-dependent and field-independent cognitive styles, and gender. Quantitative research with a survey method involving 100 PST was carried out in this study. The PST metacognitive awareness was collected using the Metacognition Awareness Inventory (MAI) instrument, while PST cognitive style was determined using the Group Embedded Figure Test (GEFT) instrument, which was empirically declared valid and reliable. The research data were analyzed using the independent sample t-test, and the Mann-Whitney test after the data distribution test was carried out using the Kolmogorov-Smirnov test. Based on gender differences, PST metacognitive awareness was not significantly different (p>0.05), while based on cognitive style, PST metacognitive awareness was significantly different (p<0.05) on indicators of procedural knowledge and conditional knowledge. In addition, PST metacognitive awareness was significantly different on indicators of procedural knowledge, conditional knowledge, planning, monitoring, debugging, and evaluation based on a review of cognitive styles and gender differences.

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Author Biographies

Muhammad Asy'ari, Universitas Pendidikan Mandalika

Scopus ID: 55872560900

Cleci T. Werner da Rosa, Universidade de Passo Fundo

Professor of Physics in Basic Education (1990-2002) and at the University of Passo Fundo since 1993 (Titular), linked to the Area (department) of Physics. She acted as coordinator of UPF Editora, of the Physics-L Course, of the Physics Area and of Pibid / Physics, of the Postgraduate Program in Science and Mathematics Teaching. She is currently a permanent professor and Coordinator of the Graduate Program in Education (Academic Master's and Doctoral) and permanent professor and Vice-coordinator of the Graduate Program in Science and Mathematics Teaching (Master's and Professional Doctorate), both at the University of Deep Step - UPF. Leader of the Scientific and Technological Education Research Group - GruPECT, investigating the following themes associated with teaching and learning processes: Metacognition, Affectivity, Meaningful Learning, Scientific Literacy, Teaching by Investigation and Teaching by Inquiry.

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