Page 11 - Jurnal Kurikulum BPK 2020

In the current study, I aim to explore the variation in metacognitive regulation existing
among matriculation students studying biology subject. In addition, this study also aims to
explore the processes occurring which promotes the development of metacognitive skills.
Knowledge about the developmental process could provide a deeper understanding why some
students have yet to develop this skill, in what condition will they develop the skill and what is
the process taking place for the students to develop the skill.

LITERATURE REVIEW

There are two main aspects of metacognitive skills; metacognitive knowledge and
metacognitive regulation. Metacognitive knowledge explores the awareness about thinking
process while metacognitive regulation explores the ability to controlling one’s action (Cross
& Paris, 1988). Being aware of the strength and weakness one may have in learning does not
necessarily translate to doing something about it (Veenman & Spaans, 2005). Hence knowing
alone is insufficient, being able to regulate own action is vital in learning process.
Metacognitive regulation skills refer to the action of planning, monitoring and evaluating the
strategies used in learning (Schraw & Moshman, 1995). They further explain that planning
includes selecting most effective learning approach as well as allocating appropriate amount of
time to complete a given task. Monitoring is the ability to make real time appraisal of current
learning strategies effectiveness. Lastly, evaluating the previously adopted learning strategies
and uses that information to make adjustment in future planning.
The metacognitive planning, monitoring and evaluating has long been acknowledge as
having in important role in facilitating education, yet their emphasis in teaching is still lacking
(Martinez, 1998; Smith, 2016). This is especially true regarding matriculation education where
students are continuously prompted with problem-solving activities. Being able to use
metacognitive strategies will allow students to become aware of what they are doing, the most
suitable strategy that they should be using and the effectiveness of the chosen strategy. Yet, not
many higher education providers fully integrate metacognitive elements in teaching and
learning process (Martinez, 1998). Self-regulated students has been shown to not just able to
monitor their own behaviour, but also elevate their motivation (Zimmerman, 2002). Goh, Yoon,
Wang, Yang, & Klopfer (2012) showed students who possess a strong metacognitive skill often
able to identify the concept which they do not understand as well as choosing the learning
strategies to help them learn the concept. Those who are lacking such skills are whom do not
possess metacognition skills.
Study on metacognitive skills in English language education showed to improve
student’s academic skills and their ability to read and write (Dignath, Buettner, & Langfeldt,
2008). Veloo, Rani, & Awang Hashim (2015) showed that metacognition do play and effective
role in enhancing students learning process as it enhances their reading skills. An investigation
on the effect of metacognitive awareness on academic motivation among prospective English
teacher showed that there is a significant correlation between metacognitive awareness and
academic motivation (Öz, H., 2016). Furthermore, this study has also revealed that both
knowledge and regulation component of metacognition are significant predictor to motivation
towards academic.
Ridlo & Lutfiya (2017) mentioned the process of development in terms of
metacognition occur in individual studying at college education. They were able to observe
changes that occurred within college student as they went through first until fifth semester.
Schneider (2008) also mentioned the ability to reflect on mental processing develops in early
childhood and continues to improve as children grows into adolescence. Furthermore, a study
on metacognition development in adolescent by Weil et al. (2013) involving respondent aged
between 11 to 41 years old showed that those aged between 11 to 17 underwent continuous and

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