Exploration of Metacognitive Skills And Student Critical Thinking Through Discovery Learning Method and Cognitive Style

Year 2019, Volume: 7 Issue: 4, 999 - 1017, 15.12.2019

Yulia Pramusinta , Punaji Setyosarı Utami Wıdıatı Dedi Kuswandı

https://doi.org/10.17478/jegys.614028

Cited By: 7

Abstract

This research examines the effect of discovery learning method using various
cognitive
styles on metacognitive and critical thinking skills of pre-service
elementary school teachers. Quasi-experimental pretest-post tests non-equivalent control
group design is selected to be the method of this research. The subjects of
this research are 144 pre-service teachers. The instrument used to measure the
subjects’ metacognitive skill is Metacognitive Awareness Inventory (MAI)
questionnaires as adapted from Schraw & Dennison (1994), whereas modified
essays of Ennis (1985) are to evaluate critical thinking skills. Embedded
Figure Test Group (GEFT) as adapted from Witkin, et al (1977), is utilized to
measure the cognitive styles of the research subjects. The data is then
analyzed through two-way MANOVA technique. The findings of the research
conclude that: (1) there are significant differences in metacognitive and
critical thinking skills between groups which learned using discovery learning
method and discussion method; (2) there are significant differences in
metacognitive and critical thinking skills between pre-service elementary
school teachers when integrated with field independence cognitive style and
field dependence cognitive style; (3) there is an interaction between discovery
learning and discussion method integrated with cognitive styles on
metacognitive and critical thinking skills of pre-service elementary
school teachers.   

Keywords

Metacognitive Skills, Critical Thinking, Discovery Learning Method, Cognitive Style

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