Gender Differences in Metacognitive Awareness: A Study on Pre-Service Physics Teachers
DOI:
10.29303/jpft.v11i1.8505Published:
2025-03-30Issue:
Vol. 11 No. 1 (2025): January-June (In Press)Keywords:
Metacognitive Awareness Inventory, gender, pre-service physics teachers, knowledge of cognition, regulation of cognitionArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
This research aims to analyze gender-based differences in metacognition awareness among pre-service physics teachers. The research sample consisted of 55 first semester active students selected using cluster random sampling. Data were collected using the Metacognitive Awareness Inventory (MAI) questionnaire and analyzed by independent t-test, which showed a significant difference (p = 0.000) between females (78.31) and males (70.26) students. Females score higher in Procedural Knowledge, while males were higher in Debugging Strategies. However, both had the lower score on Information Management Strategies, indicating difficulty in managing information during learning. These findings provide important implications in designing teaching strategies that are more suitable to the differences in metacognitive awareness between males and females, which can have an impact on learning outcomes that can support students' awareness in learning and thinking more effectively.
References
Anggreini, D., & Asmarani, L. D. (2022). Proses Berpikir Siswa Dalam Menyelesaikan Soal Matematika Ditinjau Dari Gender. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika (JRPIPM), 5(2), 103–116.
Aulia, L. I., & Murtiyasa, B. (2023). Analisis Profil Metakognisi Siswa dalam Pemecahan Masalah Matematis Ditinjau dari Gender pada Pembelajaran Matematika. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(2), Article 2.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Erlin, E., Rahmat, A., Redjeki, S., & Purwianingsih, W. (2021). Analisis Berbagai Strategi dan Model Pembelajaran yang dapat Memberdayakan Kemampuan Metakognitif pada Pembelajaran Biologi. Bioed : Jurnal Pendidikan Biologi, 9(2), 30.
Esbjørn, B. H., Sømhovd, M. J., Holm, J. M., Lønfeldt, N. N., Bender, P. K., Nielsen, S. K., & Reinholdt-Dunne, M. L. (2013). A structural assessment of the 30-item Metacognitions Questionnaire for Children and its relations to anxiety symptoms. Psychological Assessment, 25(4), 1211–1219.
Fernandez-Duque, D., Baird, J. A., & Posner, M. I. (2000). Executive Attention and Metacognitive Regulation. Consciousness and Cognition, 9(2), 288–307.
Kusuma, A. S. H. M., & Nisa, K. (2018). Hubungan Keterampilan Metakognitif Dengan Hasil Belajar Mahasiswa S1 PGSD Universitas Mataram Pada Pembelajaran Menggunakan Pendekatan Konstruktivisme. Jurnal Ilmiah Profesi Pendidikan, 3(2), Article 2.
Livingston, J. A. (2003). Metacognition: An overview. University at Buffalo State University.
Rapee, R. M., Schniering, C. A., & Hudson, J. L. (2009). Anxiety Disorders During Childhood and Adolescence: Origins and Treatment. Annual Review of Clinical Psychology, 5(1), 311–341.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475.
Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.
Tazkia, A., & Hidayah, R. (2022). Profil Kesadaran Metakognisi Peserta Didik Berdasarkan Jenis Kelamin di Sekolah Menengah Atas. Prosiding Seminar Nasional Kimia, 1, 64–73.
Wardana, R. W., Prihatini, A., & Hidayat, M. (2021). Identifikasi Kesadaran Metakognitif Peserta Didik dalam Pembelajaran Fisika. PENDIPA Journal of Science Education, 5(1), Article 1.
Wilson, D., & Conyers, M. (2016). Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas. ASCD.
Zhao, N., Wardeska, J. G., McGuire, S. Y., & Cook, E. (2014). Metacognition: An Effective Tool to Promote Success in College Science Learning. Journal of College Science Teaching, 43(4), 48–54.
Author Biographies
Cahyani Intan Ramadani, State University of Malang
Physics Department
Endang Purwaningsih, State University of Malang
Master of Physics Education Study Program
Eny Latifah, State University of Malang
Master of Physics Education Study Program
License
Copyright (c) 2025 Cahyani Intan Ramadani, Endang Purwaningsih, Eny Latifah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pendidikan Fisika dan Teknologi (JPFT) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY-SA License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
