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Inna Megawati S - One of the best experts on this subject based on the ideXlab platform.

  • keterampilan Metacognitive Experience siswa pada pembelajaran matematika di sd negeri kotalama 1 malang
    DISERTASI dan TESIS Program Pascasarjana UM, 2016
    Co-Authors: Inna Megawati S
    Abstract:

    MicrosoftInternetExplorer4 0 2 DocumentNotSpecified 7.8 Normal 0 ABSTRACT Keterampilan Metacognitive Experience Siswa pada Pembelajaran Matematika di SD Negeri Kotalama 1 Malang S, Inna Megawati. 2016. Keterampilan Metacognitive Experience Siswa pada Pembelajaran Matematika di SD Negeri Kotalama 1 Malang. Tesis, Program Studi Pendidikan Dasar, Pascasarjana Universitas Negeri Malang. Pembimbing: (I) Dr. Edy Bambang Irawan, M.Pd (II) Dr. Sulton, M.Pd Kata kunci: Keterampilan, Metacognitive Experience, Pembelajaran Matematika Matematika merupakan materi pelajaran yang sulit dipahami siswa SD. Hal ini berkaitan dengan matematika yang bersifat abstrak dan juga mengenai emosi atau perasaan serta kognisi siswa SD saat menghadapi materi matematika di sekolah. Emosi atau perasaan dan kognisi siswa merupakan aspek pada diri siswa yang dipengaruhi oleh Metacognitive Experience. Metacognitive Experience memiliki pengaruh kuat dalam hubungan keberhasilan pembelajaran dan sikap siswa di sekolah yang dipengaruhi oleh kognitif dan afektif. Sehingga hal ini menarik bagi peneliti untuk dilakukannya penelitian mengenai Metacognitive Experience siswa pada pembelajaran matematika di SD Negeri Kotalama 1 Malang. Data pendukung yang menjadi landasan utama untuk melakukan penelitian ini adalah gambaran keberadaan sekolah yang berada pada lokasi masyarakat pendatang dan tergolong unik dari pola berpikir dan respon terhadap pendidikan bagi anaknya. Penelitian ini bertujuan untuk menggambarkan peran Metacognitive feelings dan Metacognitive judgment siswa kelas IV B pada pembelajaran matematika di SD Negeri Kotalama 1 Malang. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian termasuk dalam studi naratif. Subyek penelitian yang dikaji pada siswa kelas IV B sebanyak 5 orang dengan karekateristik yang berbeda (heterogen). Lokasi bertempat di SD Negeri Kotalama 1 jalan Laksamana Martadinata V nomor 36 Malang. Instrumen penelitian yang digunakan yaitu lembar observasi, catatan lapangan, dokumentasi, dan pedoman wawancara yang disusun peneliti berdasarkan materi. Prosedur pengumpulan data melalui dokumentasi yang dilanjutkan dengan observasi kemudian wawancara. Hasil temuan yang telah didapatkan berupa peran Metacognitive feelings dan Metacognitive judgment siswa pada pembelajaran matematika di SD Negeri Kotalama 1 Malang melalui sikap yang mengindikasikan kemampuan mengembangkan suatu rencana kegiatan belajar dari pengetahuan yang didapatkan, mengidentifikasi kesulitan dan kemudahan berkenaan dengan kegiatan belajar, menyusun strategi (program belajar) untuk konsep, keterampilan, dan ide-ide yang baru, mengidentifikasi dan menggunakan pengetahuan dari aktivitas-aktivitas belajar sehari-hari sebagai sumber belajar, memanfaatkan teknologi modern sebagai sumber belajar, memimpin dan berperan serta dalam diskusi dan pemecahan masalah kelompok dengan mempertimbangkan, memutuskan, menaksir, memilih, dan menggunakan strategi, belajar dari dan mengambil manfaat pengalaman orang-orang tertentu yang telah berhasil dalam bidang tertentu, memahami faktor-faktor pendukung keberhasilan belajarnya.

Boburjon Samigov - One of the best experts on this subject based on the ideXlab platform.

  • keterampilan Metacognitive Experience siswa pada pembelajaran matematika di sd negeri kotalama 1 malang
    DISERTASI dan TESIS Program Pascasarjana UM, 2016
    Co-Authors: Boburjon Samigov
    Abstract:

    ABSTRACT S, Inna Megawati. 2016. Keterampilan Metacognitive Experience Siswa pada Pembelajaran Matematika di SD Negeri Kotalama 1 Malang. Tesis, Program Studi Pendidikan Dasar, Pascasarjana Universitas Negeri Malang. Pembimbing: (I) Dr. Edy Bambang Irawan, M.Pd (II) Dr. Sulton, M.Pd Kata kunci: Keterampilan, Metacognitive Experience, Pembelajaran Matematika Matematika merupakan materi pelajaran yang sulit dipahami siswa SD. Hal ini berkaitan dengan matematika yang bersifat abstrak dan juga mengenai emosi atau perasaan serta kognisi siswa SD saat menghadapi materi matematika di sekolah. Emosi atau perasaan dan kognisi siswa merupakan aspek pada diri siswa yang dipengaruhi oleh Metacognitive Experience. Metacognitive Experience memiliki pengaruh kuat dalam hubungan keberhasilan pembelajaran dan sikap siswa di sekolah yang dipengaruhi oleh kognitif dan afektif. Sehingga hal ini menarik bagi peneliti untuk dilakukannya penelitian mengenai Metacognitive Experience siswa pada pembelajaran matematika di SD Negeri Kotalama 1 Malang. Data pendukung yang menjadi landasan utama untuk melakukan penelitian ini adalah gambaran keberadaan sekolah yang berada pada lokasi masyarakat pendatang dan tergolong unik dari pola berpikir dan respon terhadap pendidikan bagi anaknya. Penelitian ini bertujuan untuk menggambarkan peran Metacognitive feelings dan Metacognitive judgment siswa kelas IV B pada pembelajaran matematika di SD Negeri Kotalama 1 Malang. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian termasuk dalam studi naratif. Subyek penelitian yang dikaji pada siswa kelas IV B sebanyak 5 orang dengan karekateristik yang berbeda (heterogen). Lokasi bertempat di SD Negeri Kotalama 1 jalan Laksamana Martadinata V nomor 36 Malang. Instrumen penelitian yang digunakan yaitu lembar observasi, catatan lapangan, dokumentasi, dan pedoman wawancara yang disusun peneliti berdasarkan materi. Prosedur pengumpulan data melalui dokumentasi yang dilanjutkan dengan observasi kemudian wawancara. Hasil temuan yang telah didapatkan berupa peran Metacognitive feelings dan Metacognitive judgment siswa pada pembelajaran matematika di SD Negeri Kotalama 1 Malang melalui sikap yang mengindikasikan kemampuan mengembangkan suatu rencana kegiatan belajar dari pengetahuan yang didapatkan, mengidentifikasi kesulitan dan kemudahan berkenaan dengan kegiatan belajar, menyusun strategi (program belajar) untuk konsep, keterampilan, dan ide-ide yang baru, mengidentifikasi dan menggunakan pengetahuan dari aktivitas-aktivitas belajar sehari-hari sebagai sumber belajar, memanfaatkan teknologi modern sebagai sumber belajar, memimpin dan berperan serta dalam diskusi dan pemecahan masalah kelompok dengan mempertimbangkan, memutuskan, menaksir, memilih, dan menggunakan strategi, belajar dari dan mengambil manfaat pengalaman orang-orang tertentu yang telah berhasil dalam bidang tertentu, memahami faktor-faktor pendukung keberhasilan belajarnya.

Lakshmi N Yatham - One of the best experts on this subject based on the ideXlab platform.

  • Metacognitive knowledge and Experience across multiple cognitive domains in euthymic bipolar disorder
    European Psychiatry, 2021
    Co-Authors: Ivan J Torres, Sylvia A Mackala, Lakshmi N Yatham, Ceren Hidiroglu, Sharon Ahn, Eysegul Ozerdem, Erin E Michalak
    Abstract:

    Background Metacognitive knowledge (MK; general awareness of cognitive functioning) and Metacognitive Experience (ME; awareness of cognitive performance on a specific cognitive task) represent two facets of metacognition that are critical for daily functioning, but are understudied in bipolar disorder. This study was conducted to evaluate MK and ME across multiple cognitive domains in individuals diagnosed with bipolar disorder and unaffected volunteers, and to investigate the association between metacognition and quality of life (QoL). Methods Fifty-seven euthymic participants with bipolar disorder and 55 demographically similar unaffected volunteers provided prediction and postdiction ratings of cognitive task performance across multiple cognitive domains. Self-ratings were compared to objective task performance, and indices of MK and ME accuracy were generated and compared between groups. Participants rated QoL on the Quality of Life in Bipolar Disorder Scale (QoL.BD). Results Metacognitive inaccuracies in both MK and ME were observed in participants with bipolar disorder, but only in select cognitive domains. Furthermore, most Metacognitive inaccuracies involved underestimation of cognitive ability. Metacognitive indices were minimally associated with medication variables and mood symptoms, but several indices were related to QoL. Conclusions Individuals with bipolar disorder demonstrate inaccuracies in rating their cognitive functioning and in rating their online cognitive task performance, but only on select cognitive functions. The tendency to underestimate performance may reflect a negative information processing bias characteristic of mood disorders. Metacognitive variables were also predictive of QoL, indicating that further understanding of cognitive self-appraisals in persons with bipolar disorder has significant clinical relevance.

  • Metacognitive knowledge and Experience in recently diagnosed patients with bipolar disorder
    Journal of Clinical and Experimental Neuropsychology, 2016
    Co-Authors: Ivan J Torres, Sylvia A Mackala, Janmarie Kozicky, Lakshmi N Yatham
    Abstract:

    ABSTRACTIntroduction. Metacognition, which refers to an individual’s ability to assess their own cognitive ability or performance, is poorly understood in bipolar disorder. This study was conducted to evaluate two aspects of Metacognitive ability in recently diagnosed patients with bipolar disorder: (a) Metacognitive knowledge, pertaining to awareness of one’s own general cognitive functioning; and (b) Metacognitive Experience, referring to awareness of one’s cognitive performance on a specific, online cognitive task. Method. Participants consisted of 50 clinically euthymic patients recently diagnosed with Diagnostic and Statistical Manual of Mental Disorders–Fourth Edition (DSM–IV) bipolar I disorder who were within three months of resolution of their first manic episode, and a comparison group of 38 demographically similar healthy volunteers. To assess Metacognitive knowledge, participants provided a general rating of their estimated cognitive ability prior to completing a neuropsychological battery, an...

Ivan J Torres - One of the best experts on this subject based on the ideXlab platform.

  • Metacognitive knowledge and Experience across multiple cognitive domains in euthymic bipolar disorder
    European Psychiatry, 2021
    Co-Authors: Ivan J Torres, Sylvia A Mackala, Lakshmi N Yatham, Ceren Hidiroglu, Sharon Ahn, Eysegul Ozerdem, Erin E Michalak
    Abstract:

    Background Metacognitive knowledge (MK; general awareness of cognitive functioning) and Metacognitive Experience (ME; awareness of cognitive performance on a specific cognitive task) represent two facets of metacognition that are critical for daily functioning, but are understudied in bipolar disorder. This study was conducted to evaluate MK and ME across multiple cognitive domains in individuals diagnosed with bipolar disorder and unaffected volunteers, and to investigate the association between metacognition and quality of life (QoL). Methods Fifty-seven euthymic participants with bipolar disorder and 55 demographically similar unaffected volunteers provided prediction and postdiction ratings of cognitive task performance across multiple cognitive domains. Self-ratings were compared to objective task performance, and indices of MK and ME accuracy were generated and compared between groups. Participants rated QoL on the Quality of Life in Bipolar Disorder Scale (QoL.BD). Results Metacognitive inaccuracies in both MK and ME were observed in participants with bipolar disorder, but only in select cognitive domains. Furthermore, most Metacognitive inaccuracies involved underestimation of cognitive ability. Metacognitive indices were minimally associated with medication variables and mood symptoms, but several indices were related to QoL. Conclusions Individuals with bipolar disorder demonstrate inaccuracies in rating their cognitive functioning and in rating their online cognitive task performance, but only on select cognitive functions. The tendency to underestimate performance may reflect a negative information processing bias characteristic of mood disorders. Metacognitive variables were also predictive of QoL, indicating that further understanding of cognitive self-appraisals in persons with bipolar disorder has significant clinical relevance.

  • Metacognitive knowledge and Experience in recently diagnosed patients with bipolar disorder
    Journal of Clinical and Experimental Neuropsychology, 2016
    Co-Authors: Ivan J Torres, Sylvia A Mackala, Janmarie Kozicky, Lakshmi N Yatham
    Abstract:

    ABSTRACTIntroduction. Metacognition, which refers to an individual’s ability to assess their own cognitive ability or performance, is poorly understood in bipolar disorder. This study was conducted to evaluate two aspects of Metacognitive ability in recently diagnosed patients with bipolar disorder: (a) Metacognitive knowledge, pertaining to awareness of one’s own general cognitive functioning; and (b) Metacognitive Experience, referring to awareness of one’s cognitive performance on a specific, online cognitive task. Method. Participants consisted of 50 clinically euthymic patients recently diagnosed with Diagnostic and Statistical Manual of Mental Disorders–Fourth Edition (DSM–IV) bipolar I disorder who were within three months of resolution of their first manic episode, and a comparison group of 38 demographically similar healthy volunteers. To assess Metacognitive knowledge, participants provided a general rating of their estimated cognitive ability prior to completing a neuropsychological battery, an...

Sylvia A Mackala - One of the best experts on this subject based on the ideXlab platform.

  • Metacognitive knowledge and Experience across multiple cognitive domains in euthymic bipolar disorder
    European Psychiatry, 2021
    Co-Authors: Ivan J Torres, Sylvia A Mackala, Lakshmi N Yatham, Ceren Hidiroglu, Sharon Ahn, Eysegul Ozerdem, Erin E Michalak
    Abstract:

    Background Metacognitive knowledge (MK; general awareness of cognitive functioning) and Metacognitive Experience (ME; awareness of cognitive performance on a specific cognitive task) represent two facets of metacognition that are critical for daily functioning, but are understudied in bipolar disorder. This study was conducted to evaluate MK and ME across multiple cognitive domains in individuals diagnosed with bipolar disorder and unaffected volunteers, and to investigate the association between metacognition and quality of life (QoL). Methods Fifty-seven euthymic participants with bipolar disorder and 55 demographically similar unaffected volunteers provided prediction and postdiction ratings of cognitive task performance across multiple cognitive domains. Self-ratings were compared to objective task performance, and indices of MK and ME accuracy were generated and compared between groups. Participants rated QoL on the Quality of Life in Bipolar Disorder Scale (QoL.BD). Results Metacognitive inaccuracies in both MK and ME were observed in participants with bipolar disorder, but only in select cognitive domains. Furthermore, most Metacognitive inaccuracies involved underestimation of cognitive ability. Metacognitive indices were minimally associated with medication variables and mood symptoms, but several indices were related to QoL. Conclusions Individuals with bipolar disorder demonstrate inaccuracies in rating their cognitive functioning and in rating their online cognitive task performance, but only on select cognitive functions. The tendency to underestimate performance may reflect a negative information processing bias characteristic of mood disorders. Metacognitive variables were also predictive of QoL, indicating that further understanding of cognitive self-appraisals in persons with bipolar disorder has significant clinical relevance.

  • Metacognitive knowledge and Experience in recently diagnosed patients with bipolar disorder
    Journal of Clinical and Experimental Neuropsychology, 2016
    Co-Authors: Ivan J Torres, Sylvia A Mackala, Janmarie Kozicky, Lakshmi N Yatham
    Abstract:

    ABSTRACTIntroduction. Metacognition, which refers to an individual’s ability to assess their own cognitive ability or performance, is poorly understood in bipolar disorder. This study was conducted to evaluate two aspects of Metacognitive ability in recently diagnosed patients with bipolar disorder: (a) Metacognitive knowledge, pertaining to awareness of one’s own general cognitive functioning; and (b) Metacognitive Experience, referring to awareness of one’s cognitive performance on a specific, online cognitive task. Method. Participants consisted of 50 clinically euthymic patients recently diagnosed with Diagnostic and Statistical Manual of Mental Disorders–Fourth Edition (DSM–IV) bipolar I disorder who were within three months of resolution of their first manic episode, and a comparison group of 38 demographically similar healthy volunteers. To assess Metacognitive knowledge, participants provided a general rating of their estimated cognitive ability prior to completing a neuropsychological battery, an...