Developing Metacognition of Teacher Candidates by Implementing Problem Based Learning within the Area of Analytical Chemistry
Abstract: This research is intended to improve chemistry teacher candidates metacognition and mastery over the concept of spectrometry and electrometry by implementing Problem Based Learning strategy. Quasi-experimental method along with pretest posttest controlled group was employed in Laboratory practices of Analytical Chemistry Instrument Class. The assessment of metacognition was undertaken through content-based descriptive written test; questionnaire; and interview; and that of the mastery was undertaken only through descriptive text. The result of the research shows that %N-gain of descriptive test of metacognition and concept mastery from experimental group is higher than that of controlled group. The result of questionnaire and interview also supports metacognitive development of experimental class; with the highest metacognitive indicator achieved in identifying information and the lowest in developing procedure. The development of metacognition followed by the mastery of concept or vice versa can be much higher if the contributor is committed to constant innovation in changing the paradigm of verification-based laboratory practices to open-ended laboratory practices; and optimizing guiding process with more solid and consistent contributing team in every stage of problem based learning implementation.
Keywords: Metacognition, analytical chemistry, problem based learning, open-ended experiment, spectrometry, electrometry
How to Cite?: Sri Haryani, Agung Tri Prasetya, Anna Permanasari, "Developing Metacognition of Teacher Candidates by Implementing Problem Based Learning within the Area of Analytical Chemistry", Volume 3 Issue 6, June 2014, International Journal of Science and Research (IJSR), Pages: 1223-1229, https://www.ijsr.net/getabstract.php?paperid=2014421, DOI: https://dx.doi.org/10.21275/2014421