METACOGNITION IN DEVELOPING PANCASILA STUDENT PROFILES FOR STUDENTS TRANSITIONING FROM EARLY CHILDHOOD EDUCATION TO ELEMENTARY SCHOOL
DOI:
https://doi.org/10.33373/icms.v1i1.1Keywords:
metacognitive, Pancasila student profile, early childhood, elementary schoolAbstract
The gap between Early Childhood Education and Basic Education, especially in the early grades, is a problem that never seems to resolve. This started from a conceptual error in interpreting Learning Readiness and Early Childhood Education Transitions. To build learning readiness so that the character profile of Pancasila students can develop, students need to have knowledge and control over their way of thinking or learning activities which is known as metacognitive. This research aims to find out the relationship between metacognition and the character of the Pancasila student profile possessed by grade 1 elementary school students. Subjects were selected from elementary schools in East Java Province through Cluster random sampling. Data analysis was carried out using the Pearson correlation coefficient. The results of calculations using the SPSS application show that students' metacognitive relationships are closely related to the character of the Pancasila student profile which is shown through their behavior. The calculation results show a score of 0.84References
Anon. 2021. “ECDI2030 Ukur Capaian Perkembangan Anak Untuk Wujudkan Indonesia Maju.” Tanoto Foundation.
Chuderski, Adam, Jan Jastrzębski, Bartłomiej Kroczek, Hanna Kucwaj, and Michał Ociepka. 2021. “Metacognitive Experience on Raven’s Matrices versus Insight Problems.” Metacognition and Learning 16(1):15–35.
Faridah, Iis, Mia Rachmawaty, Sisilia Maryati, Wulan Adiarti, and Zukhairina. 2021. Bahan Ajar Program Transisi Paud-Sd. Jakarta: Kemdikbud Ristek.
Heni Nopianti, Sri Hartati &. Sri Handayani Hanum ika Pasca Himawati. 2016. “‘ Kota Layak Anak ’ Di Kecamatan Gading Cempaka.” “Mamangan” Social Science Journal 5:37–49.
Krieger, Florian, Roger Azevedo, Arthur C. Graesser, and Samuel Greiff. 2022. “Introduction to the Special Issue: The Role of Metacognition in Complex Skills - Spotlights on Problem Solving, Collaboration, and Self-Regulated Learning.” Metacognition and Learning 17(3):683–90.
Lin, Xiaodong. 2001. “Designing Metacognitive Activities.” Educational Technology Research and Development 49(2):23–40.
Mizunoya, Suguru, Diogo Amaro, Hsiao Chen Lin, Ivelina Borisova, and Cecilia Venturini. 2019. “Better Ways to Measure and Promote Early Education: Lessons from Lao PDR.” UNICEF.
Mustifa, Regira. 2019. “Transisi Paud Ke Jenjang Sd : Ditinjau Dari Muatan Kurikulum Dalam Memfasilitasi Proses Kesiapan Belajar Bersekolah.” Prosiding Seminar Nasional Pendidikan 2(1):412–20.
Pintrich Raul. 2002. “The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing.” Theory into Practice 41(4).
Schuster, Corinna, Ferdinand Stebner, Detlev Leutner, and Joachim Wirth. 2020. “Transfer of Metacognitive Skills in Self-Regulated Learning: An Experimental Training Study.” Metacognition and Learning 15(3):455–77.
Stebner, Ferdinand, Corinna Schuster, Xenia Lea Weber, Samuel Greiff, Detlev Leutner, and Joachim Wirth. 2022. “Transfer of Metacognitive Skills in Self-Regulated Learning: Effects on Strategy Application and Content Knowledge Acquisition.” Metacognition and Learning 17(3):715–44.
Undorf, Monika, Iris Livneh, and Rakefet Ackerman. 2021. “Metacognitive Control Processes in Question Answering: Help Seeking and Withholding Answers.” Metacognition and Learning 16(2):431–58.
UNICEF. 2019. “A World Ready to Learn: Prioritizing Quality Early Childhood Education.”Yusnaeni, Aloysius Duran Corebima, Herawati Susilo, and Siti Zubaidah. 2020. “The Contribution of Metacognitive Skills and Creative Thinking Skills in 21st Century Learning.” Universal Journal of Educational Research 8(4 A):31–36.
