The education system provides space process-oriented and flexible problem-solving. Solving the problem will grow by itself if learners learn best in class. Troubleshooting no longer waits for growth, but it needs to be taught directly by the teacher as learning objects. Through problem-solving allows students to build the concept and develop the thinking skills of their own. To solve a problem, then the student must have metacognitive skills.
Not only understand the biology of learning and memorization of facts, concepts, and theories but more than that of learning to active learning activities using the mind to find solutions to problems. Education should not provide an answer but directed to gather information, constructing, using cognitive skills in determining a strategy to solve the problem. Metacognition is a term introduced by Flavell (1976) and defined as a person's knowledge about his cognitive processes. Metacognition refers to the awareness and monitoring of a person's mind, and job performance, or more simply, thinking about one's thinking (Flavell, 1979). It refers to high-level mental processes involved in learning as making plans to acquire, using the skills and strategies to solve problems, make forecasts of performance, and calibration levels of learning. Moore and Dwyer (2001) state that metacognition is awareness of one thinking about the thinking process itself is right about what is known and what will do. Thus metacognition involves a person's consciousness to think and act. This means that metacognition skills related to a person's cognitive ability. Teachers expected to facilitate the development of metacognitive students, among others, by giving complex tasks that require problem-solving skills. Students will be more comfortable to understand the concepts in biology learning if it has
Metacognition is essential in learning and is a strong predictor of academic success (Dunning et al., 2003). Metacognition students with an excellent educational background compare favo
Parents are rarely aware of and just thought their children are not right. Students who have learning difficulties usually have average intelligence, there is even above average, but because he was challenging to learn the value is ugly and labe
According to Imel (2002), metacognition is indispensable for successful learning, because with metacognition allows students to be able to manage cognitive skills and being able to see (find) a weakness that will correct with the next cognition skills. People who are capable of performing a particular skill can be said to be capable of metacognition, which is thinking about how to show these skills. Students can be encouraged to metacognition by increasing their awareness that metacognition is needed to improve their academic achievement. The research result Imel (2002), that students who do metacognition (metacognitively aware Learners) performed better than students, in general, are not doing metacognition because metacognition enables students to plan, keep abreast of developments, and monitor the learning process.
Metacognition has some benefits as proposed by the experts include Eggen and Kauchak (1996) state
O'Neils and Abedi (1996) reported that there was a significant influence on all dimensions of metacognitive skills with performance appraisal. This finding is consistent with Lin (2001), which states that metacognition as the ability to understand and monitor their thoughts and assumptions as well as the implications of that person's activities. Metacognition is an activity that reminds and controlling cognition someone so by Livingston (1997) that metacognitive strategies may not be different from the cognitive approach. Livingston (1997) states that metacognition holds one of the significant roles for learning success. Therefore the metacognitive skills necessary for a student to organize an effective strategy to learn to avoid the learning disability.
Metacognitive skills refer to the ability of students to think about the process of thinking (thinking about thinking) (Livingston, 1997). The thought process leads to profound learning, how students learn, control the learning process began to plan actions, identify appropriate strategies problems, then monitor progress in education and correcting errors and analyze the concepts and strategies are determined. With metacognitive
Metacognitive skills are the ability to control the thinking process, from the planning phase, choosing the right strategy according to problems, monitor progress in learning and simultaneously correcting any errors that occur during understand the concepts, analyze the effectiveness of the selected approach, and do an evaluation (Risnanosanti, 2008). Livingstone (1997) suggests that metacognitive activities such as planning the completion of the task, monitoring comprehension, and evaluate progress can actively control the cognitive processes of learners. Therefore, for students who have a high metacognitive skill can be guaranteed tremendous cognitive learning outcomes. This reinforces by the findings of Amnah (2011)
Corebima (2006) revealed that metacognitive skills generally divided into self-assessment (assessing cognitive skills themselves) and self-management (skills to manage their cognitive development). Further Corebima (2006) explains that the skill sets involved in metacognition there are three: 1) the skills to understand the strategy or resources, and so it takes to do a task; 2) knowing how to use strategy skills or resources, and so it was, and 3) the ability to know when the use of strategies or resources and so it was.
Some studies report that metacognitive skills students at intermediate level (both awareness and metacognitive skills), at the level of can not really (not able to separate what he thinks and how he thinks) and at-risk (students seem to have no awareness of thinking as a process) (Suratno
Based on the issues raised above, it can say that metacognitive has a role in regulating and controlling cognitive processes in learning so that learning do