The Analysis of Students Metacognitive in Science with Different Learning Environments on Junior High School

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.