Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1681

Full Length Research Paper

Sketch strategy of knowledge in physics learning and its influence on metacognitive

Bunga D. Amin
  • Bunga D. Amin
  • Department of Physics Education, Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia.
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Helmi Abdullah
  • Helmi Abdullah
  • Department of Physics Education, Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia.
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Jasruddin D. Malago
  • Jasruddin D. Malago
  • Department of Physics Education, Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia.
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  •  Received: 20 August 2017
  •  Accepted: 16 January 2018
  •  Published: 10 April 2018

Abstract

Metacognitive knowledge is a necessity in starting learning process. Solving physics problems requires metacognitive knowledge which comprises factual, conceptual and procedural knowledge. The purpose of metacognitive knowledge is to train students in developing their abilities in higher order of thinking. The problem is what kind of strategies can be used by teachers to facilitate student’s comprehension? This study used "sketch knowledge strategy (SKS)" as a strategy to help students in solving high order of physics problems and its influence on their metacognitive understanding. The target variable strategy was used as a comparison in order to examine its effects. The results showed that the concept of sketch strategy was more significant in solving metacognitive problems than that of the target variable strategy.

Key words: Metacognitive knowledge, sketch knowledge strategy, target variable strategy.