| dc.description.abstract | The essential nature of science includes the process of observing, discussing,
analyzing and representing. Science must be supported by metacognitive abilities that refer to
prediction, planning, monitroring, and evaluation skills and can make students become
independent learners. This research was to analyze the metacognitive of students in science
with different learning environments. This research place was in Junior High School, Boarding
school and Islamic Junior High School in Bondowoso. This research has qualitative descriptive
study with mix method (qualitative and quantitative). Qualitative data were descriptive based
on the results of observations with teachers and students. Quantitative data were from the MAI
test (Metacognitive Awarness Inventory). MAI test has two indicators, namely knowledge
about conditions includes declarative knowledge, procedural knowledge, and conditional
knowledge, and regulations of cognition including planning, information management
strategies, and monitoring comprehension. The results of this research showed a difference in
metacognitive 20% in the Junior High School and Islamic Junior High School in science. | en_US |
