Research Article
BibTex RIS Cite

Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills

Year 2020, Volume: 8 Issue: 2, 651 - 665, 15.06.2020
https://doi.org/10.17478/jegys.652212

Abstract

This study was aimed to investigate the effects of the problem-solving method on university students' metacognitive skills and cognitive flexibility levels. The research was modelled in a semi-experimental pattern, with experiment-control groups. According to the cluster sampling technique, 144 pre-service teachers who attended the Elementary Teacher School program in the spring semester of 2018-2019 had been determined as participants in Indonesia. Cognitive Flexibility Inventory (CFI) and Metacognitive Awareness Inventory (MAI) were used as data collection tools. An Independent Sample t-Test and descriptive statistics techniques were used in the analysis of the data. The discussion method, which is used more in university education, was employed in the control group, while the problem-solving method was employed in the experimental group. As a result of the research, it was found that there was a significant difference in the metacognitive skill levels of students with high cognitive flexibility when compared to those with low cognitive flexibility. This differentiation is in favor of students with a high cognitive level. Furthermore, a significant differentiation was observed between the metacognitive skill scores of the two groups where the discussion and problem-solving methods were applied. It was seen that this differentiation was in favor of the group with the problem-solving method. This study therefore recommends that instructional adaptations should be made to increase pre-service teachers' cognitive flexibility. Also, the problem-solving method can be used for the development of metacognitive skills. Thus, they can provide experiential knowledge during the university education process, in order to develop these two important features.

Supporting Institution

Ministry of Religious Affairs (MORA) Republic of Indonesia

References

  • Ali, R. (2010). Effect of using problem solving method in teaching mathematics on the achievement of mathematics students. Journals of Asian Social Science, 6(2), 67-72.doi:10.5539/ass.v6n2p67
  • Akbenm N. (2018). Effects of the problem-posing approach on students' problem solving skills and metacognitive awareness in science education. Research in Science Education (2018): 1-23.doi:10.1007/s11165-018-9726-7
  • Anderson, L. W., & Krathwohl (eds.). (2010). A taxonomy for learning, teaching and assessing: A revision of bloom’s taxonomy of educational objectives: Abridged edition. Addison Wesley Longman, Inc. Pearson.
  • Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students' metacognition and metacognitive strategies in science education. Cognition, Metacognition, and Culture in STEM Education (pp 33-64). Springer, Cham.
  • Bilgin, M. (2009). Developing a cognitive flexibility scale: Validity and reliability studies. Social Behavior and Personality: An International Journal, 37(3), 343-354. https://doi.org/10.2224/sbp.2009.37.3.343
  • Cartwright, K.B. (2008). Introduction to Literacy Processes: Cognitive Flexibility in Learning and Teaching. New York, NY: Guilford Press(pp. 3-15)
  • Cartwright, K.B., Marshall, T.R., Dandy, K. & Isaac, M.C. (2010). The development of graphophonological-semantic cognitive flexibility and its contribution to reading comprehension in beginning readers. Journal of Cognition And Development, 11(1), 61-85.doi:10.1080/15248370903453584
  • Cole, P., Duncan, L., & Blaye, A. (2014). Cognitive flexibility predicts early reading skills. Frontiers in Psychology, 5(18), 565. https://doi.org/10.3389/fpsyg.2014.0065
  • Corebima. A.D. (2009). Pengalaman Berupaya Menjadi Guru Profesional, Pidato Pegukuhan Guru Besar Dalam Bidang Genetika. Malang : FMIPA. Universitas Negeri Malang.
  • Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance beginner student. Research on Youth and Language, 4(1), 35-50.
  • Dang, N.V., Chiang, J.C., Brown, H.M., & McDonald, K.K. (2018). Curricular activities that promote metacognitive skills impact lower-performing students in and introductory biology course. Journal of Microbiology & Biology Education,19(1).
  • Dawson, T. (2016). Metacognition and Learning in Adulthood, South Park Terrace: Northampton. Retrieved from http://Dts.Lctica.Org/PDF/Metacognition.Pdf)
  • Degeng. I.N.S. (2013). Ilmu Pembelajaran: Klasifikasi Variabel Untuk Pengembangan Teori dan Penelitian. Bandung: Kalam Hidup.
  • Delors, J. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be: What is the value of that treasure 15 years after its publication. International Review of Education, 59(3), 319-330. https://doi.org/10.1007/s11159-013-9350-8
  • Dennis, J.P. & Vander, W.J.S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitivetherapy and research. Springer Science Business Media, 34, 241-253. doi:10.1007/s10608-009-9276-4
  • Eggen P., & Kauchak, D. (2012). Strategies and Models For Teacher Teaching Contens and Thinking Skills (6th Edition). Boston: Pearson Publishing
  • Elen, J., Stahl, L., & Clarebout, G. B. R. (2011). Links Between Beliefs And Cognitive Flexibility: Lessons Learned. Netherlands: Springer, 42-43.
  • Fazey, I., Fazey J. A., Fischer, J., Sherren K., Warren, J., Noss R. F., and Dovers, S. R. (2007). Adaptive capacity and learning to learn as leverage for social-ecological resilience. Frontiers in Ecology and the Environment, 5(7), 375–380. doi:10.1890/1540-9295(2007)5[375:ACALTL]2.0.CO;2
  • Flavell, J. (1976). Metacognitive Aspects of Problem Solving. The Nature of Intelligence. Hillsdale, NJ: Earlbaum, 231-235.
  • Galyam, N. & Le Grange, L. (2005). Improving thinking skills in science of learners with (dis)abilities. South African Journal Of Education, 25(4), 239-246.
  • Garrett, A.J. & Mazzocco, M. (2006). Development of the metacognitive skills of prediction and evaluation in children with or without math disability. Learning Disabilities Research & Practice, 21(2), 77-87. doi:10.111/j.1540-5826.2006.00208.x
  • Gezer-Templeton, P. G., Mayhew, E. J., Korte, D. S., & Schmidt, S. J. (2017). Use of exam wrappers to enhance students' metacognitive skills in a large introductory food science and human nutrition course. Journal of Food Science Education, 16(1), 28-36.
  • Gnaedinger, E. K., Hund, Alycia. M., & Hesson, M. S. H. (2016). Reading specific flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Mind, Brain And Education, 10(4), 233-246.doi:10.111/mbe.12125
  • Greenstein, L. (2012). Assessing 21st Century Skills: AGuide to Evaluating Mastery and Authentic Learning. United Kingdom: SAGE Publicaions Ltd.
  • Haryani, S., Wijayati, N., & Kurniawan, C. (2018). Improvement of metacognitive skills and students' reasoning ability through problem-based learning. Journal of Physics: Conference Series,983(1), 012174.
  • Heong, P., M., Yunos, J.B., & Hassan, R.B. (2011). Thelevel of marzano higher ordet thinking skills among technical education student. International Journal of Social Science and Humanity,1(2), 121-125.
  • Huang, F. H.; Ricci, F. A., Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. International Journal of Research in Education and Science, 2(1), 190-200.
  • Jagals, D., & Van der Walt, M. (2016). Enabling metacognitive skills for mathematics problem solving: A collective case study of metacognitive reflection and awareness. African Journal of Research in Mathematics, Science and Technology Education, 20(2), 154-164.
  • Jonassen, D. H., (2011). Learning to Solve Problems: A Handbook For Designing Problem-Solving Learning Environments. New York: Madison Avenue.
  • Kim, M. C. & Hanafin, M. J. (2011). Scaffolding problem solving in technology –enhanced learning environment (TELES): Bridging research a theory with practice. Computer & Education: An International Journal, 56(2), 403-417.
  • Matlin, M.W. (2009). Cognitive Psychology (Seventh Edition)- International Student Version. United Kingdom: Jhon Wiley and Sons, Inc.
  • Onen, A.S. & Canan K. (2014). The effect of cognitive flexibility on higher school students’study strategies. Procedia-Social and Behavioral Sciences, 191, 2346 – 2350.doi:10.1016.j.sbspro.2015.04.680
  • Paidi. (2008). Pengembangan Perangkat Pembelajaran Biologi Yang Mengimplementasikan PBL Dan Strategi Metakognitif, Serta Efektifitasnya Terhadap Kemampuan Metakognitif, Pemecahan Masalah, Dan Penguasaan Konsep Biologi Siswa SMA Di Sleman Yogyakarta.PPS Universitas Negeri Malang. Malang
  • Polya, G. (2004). How to Solve It (Jhon Conway, Ed). United State Of America: Princenton University Press.
  • Ramadhani, R., Huda, S., & Umam, R (2019). Problem-Based Learning, Its Usability and Critical View as Educational Learning Tools. Journal of Gifted Education and Creativity, 6(3), 219-231.
  • Reigeluth, C.M. & Carr-Cheliman, A.A. (2009). Instructional-Design Theories and Models : Building a Common Knowledge Base: Volume III. New York and London : Taylor and Francis Publishers.
  • Reisenberg, D. (2007). Cognition: Exploring in the Science of The Mind. United State of America: W.W. Norton & Company.
  • Rosa, F. (2015). Analisis Kemampuan Siswa Kelas X pada Ranah Kognitif, Afektif, dan Psikomotorik. Omega: Jurnal Fisika dan Pendidikan Fisika, 1(2), 24-28
  • Schraw, G., & Denniso R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. doi:10.1006.ceps.1994.1033
  • Safari, Y., & Meskini, H. (2016). The effect of metacognitive instruction on problem solving skills in Iranian students of health sciences. Global Journal of Health Science, 8(1), 150
  • Setyosari, P. (2016). Metode Penelitian Pendidikan & Pengembangan. Jakarta: Prenadamedia Group.
  • Song, J.Y., & Park, J.E. (2017). The effects of strategy of enhanced metacognition on the improvement of creative problem solving skills. Journal of Digital Convergence, 15(7), 1-12
  • Spada, M.M., Giorgeou, G.A., & Wells, A. (2010). The relationship among metacognition, attention control, and state anxiety.Cognitive Behavior Therapy, 39(1), 64-71.doi:10.1080/16506070902991791
  • Spellman, K.V., Schneller L.C., Mulder C.P.H., & Carlson, M.L. (2015). Effects of non- native melilotus albus on pollination and reproduction in two boreal shrubs. Oecologia, 179, 495–50. doi:10.1007/s00442-015-3364-9
  • Spiro, R. J.& John C Jheng.J. C. (1990). Cognitive Flexibility and Hypertext: Theory and Technology for the Nonlinear and Multidimensional Traversalof Complex Subject Matter. New York: Watson Research Center Rand Spiro Universiry Of Illinois At Urbano-Champaign.
  • Su, A., Ricci, F. A., & Mnatsakanian, M. (2015). Critical thinking as a mathematical problem-solving strategy: Classroom scenario. Dimensions in Mathematics, 35(2), 19
  • Syah, M. (2013). Psikologi Pendidikan Dengan Suatu Pendekatan Baru (Edisi Revisi). Bandung: PT. Remaja Rosdakarya.
  • Taccasu, P. (2008). Metacognition.Retrieved from http://www.Hku. Cepc/taccasu/ref/metacognition.html
  • Taylor, S. (2009). Health Psychology (Seventh Edition). New York: Mc Graw-Hill Companies, Inc.
  • Tortop, H.S. (2015). A comparison of gifted and non-gifted students’ self-regulation skills for science learning. Journal for the Education of Gifted Young Scientists, 3(1), 42–57.
  • Tuckman, B.W. (1999). Conducting Educational Research. United States of America: Earl McPeek
  • Wesson, R.H. 2013. Development Of The Problem Solving Teaching. Retrieved from http://www.deakin.edu.au/_data/asset/pdf_file0012/51240/problem-solving.pdf
Year 2020, Volume: 8 Issue: 2, 651 - 665, 15.06.2020
https://doi.org/10.17478/jegys.652212

Abstract

References

  • Ali, R. (2010). Effect of using problem solving method in teaching mathematics on the achievement of mathematics students. Journals of Asian Social Science, 6(2), 67-72.doi:10.5539/ass.v6n2p67
  • Akbenm N. (2018). Effects of the problem-posing approach on students' problem solving skills and metacognitive awareness in science education. Research in Science Education (2018): 1-23.doi:10.1007/s11165-018-9726-7
  • Anderson, L. W., & Krathwohl (eds.). (2010). A taxonomy for learning, teaching and assessing: A revision of bloom’s taxonomy of educational objectives: Abridged edition. Addison Wesley Longman, Inc. Pearson.
  • Avargil, S., Lavi, R., & Dori, Y. J. (2018). Students' metacognition and metacognitive strategies in science education. Cognition, Metacognition, and Culture in STEM Education (pp 33-64). Springer, Cham.
  • Bilgin, M. (2009). Developing a cognitive flexibility scale: Validity and reliability studies. Social Behavior and Personality: An International Journal, 37(3), 343-354. https://doi.org/10.2224/sbp.2009.37.3.343
  • Cartwright, K.B. (2008). Introduction to Literacy Processes: Cognitive Flexibility in Learning and Teaching. New York, NY: Guilford Press(pp. 3-15)
  • Cartwright, K.B., Marshall, T.R., Dandy, K. & Isaac, M.C. (2010). The development of graphophonological-semantic cognitive flexibility and its contribution to reading comprehension in beginning readers. Journal of Cognition And Development, 11(1), 61-85.doi:10.1080/15248370903453584
  • Cole, P., Duncan, L., & Blaye, A. (2014). Cognitive flexibility predicts early reading skills. Frontiers in Psychology, 5(18), 565. https://doi.org/10.3389/fpsyg.2014.0065
  • Corebima. A.D. (2009). Pengalaman Berupaya Menjadi Guru Profesional, Pidato Pegukuhan Guru Besar Dalam Bidang Genetika. Malang : FMIPA. Universitas Negeri Malang.
  • Coskun, A. (2010). The effect of metacognitive strategy training on the listening performance beginner student. Research on Youth and Language, 4(1), 35-50.
  • Dang, N.V., Chiang, J.C., Brown, H.M., & McDonald, K.K. (2018). Curricular activities that promote metacognitive skills impact lower-performing students in and introductory biology course. Journal of Microbiology & Biology Education,19(1).
  • Dawson, T. (2016). Metacognition and Learning in Adulthood, South Park Terrace: Northampton. Retrieved from http://Dts.Lctica.Org/PDF/Metacognition.Pdf)
  • Degeng. I.N.S. (2013). Ilmu Pembelajaran: Klasifikasi Variabel Untuk Pengembangan Teori dan Penelitian. Bandung: Kalam Hidup.
  • Delors, J. (2013). The treasure within: Learning to know, learning to do, learning to live together and learning to be: What is the value of that treasure 15 years after its publication. International Review of Education, 59(3), 319-330. https://doi.org/10.1007/s11159-013-9350-8
  • Dennis, J.P. & Vander, W.J.S. (2010). The cognitive flexibility inventory: Instrument development and estimates of reliability and validity. Cognitivetherapy and research. Springer Science Business Media, 34, 241-253. doi:10.1007/s10608-009-9276-4
  • Eggen P., & Kauchak, D. (2012). Strategies and Models For Teacher Teaching Contens and Thinking Skills (6th Edition). Boston: Pearson Publishing
  • Elen, J., Stahl, L., & Clarebout, G. B. R. (2011). Links Between Beliefs And Cognitive Flexibility: Lessons Learned. Netherlands: Springer, 42-43.
  • Fazey, I., Fazey J. A., Fischer, J., Sherren K., Warren, J., Noss R. F., and Dovers, S. R. (2007). Adaptive capacity and learning to learn as leverage for social-ecological resilience. Frontiers in Ecology and the Environment, 5(7), 375–380. doi:10.1890/1540-9295(2007)5[375:ACALTL]2.0.CO;2
  • Flavell, J. (1976). Metacognitive Aspects of Problem Solving. The Nature of Intelligence. Hillsdale, NJ: Earlbaum, 231-235.
  • Galyam, N. & Le Grange, L. (2005). Improving thinking skills in science of learners with (dis)abilities. South African Journal Of Education, 25(4), 239-246.
  • Garrett, A.J. & Mazzocco, M. (2006). Development of the metacognitive skills of prediction and evaluation in children with or without math disability. Learning Disabilities Research & Practice, 21(2), 77-87. doi:10.111/j.1540-5826.2006.00208.x
  • Gezer-Templeton, P. G., Mayhew, E. J., Korte, D. S., & Schmidt, S. J. (2017). Use of exam wrappers to enhance students' metacognitive skills in a large introductory food science and human nutrition course. Journal of Food Science Education, 16(1), 28-36.
  • Gnaedinger, E. K., Hund, Alycia. M., & Hesson, M. S. H. (2016). Reading specific flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Mind, Brain And Education, 10(4), 233-246.doi:10.111/mbe.12125
  • Greenstein, L. (2012). Assessing 21st Century Skills: AGuide to Evaluating Mastery and Authentic Learning. United Kingdom: SAGE Publicaions Ltd.
  • Haryani, S., Wijayati, N., & Kurniawan, C. (2018). Improvement of metacognitive skills and students' reasoning ability through problem-based learning. Journal of Physics: Conference Series,983(1), 012174.
  • Heong, P., M., Yunos, J.B., & Hassan, R.B. (2011). Thelevel of marzano higher ordet thinking skills among technical education student. International Journal of Social Science and Humanity,1(2), 121-125.
  • Huang, F. H.; Ricci, F. A., Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. International Journal of Research in Education and Science, 2(1), 190-200.
  • Jagals, D., & Van der Walt, M. (2016). Enabling metacognitive skills for mathematics problem solving: A collective case study of metacognitive reflection and awareness. African Journal of Research in Mathematics, Science and Technology Education, 20(2), 154-164.
  • Jonassen, D. H., (2011). Learning to Solve Problems: A Handbook For Designing Problem-Solving Learning Environments. New York: Madison Avenue.
  • Kim, M. C. & Hanafin, M. J. (2011). Scaffolding problem solving in technology –enhanced learning environment (TELES): Bridging research a theory with practice. Computer & Education: An International Journal, 56(2), 403-417.
  • Matlin, M.W. (2009). Cognitive Psychology (Seventh Edition)- International Student Version. United Kingdom: Jhon Wiley and Sons, Inc.
  • Onen, A.S. & Canan K. (2014). The effect of cognitive flexibility on higher school students’study strategies. Procedia-Social and Behavioral Sciences, 191, 2346 – 2350.doi:10.1016.j.sbspro.2015.04.680
  • Paidi. (2008). Pengembangan Perangkat Pembelajaran Biologi Yang Mengimplementasikan PBL Dan Strategi Metakognitif, Serta Efektifitasnya Terhadap Kemampuan Metakognitif, Pemecahan Masalah, Dan Penguasaan Konsep Biologi Siswa SMA Di Sleman Yogyakarta.PPS Universitas Negeri Malang. Malang
  • Polya, G. (2004). How to Solve It (Jhon Conway, Ed). United State Of America: Princenton University Press.
  • Ramadhani, R., Huda, S., & Umam, R (2019). Problem-Based Learning, Its Usability and Critical View as Educational Learning Tools. Journal of Gifted Education and Creativity, 6(3), 219-231.
  • Reigeluth, C.M. & Carr-Cheliman, A.A. (2009). Instructional-Design Theories and Models : Building a Common Knowledge Base: Volume III. New York and London : Taylor and Francis Publishers.
  • Reisenberg, D. (2007). Cognition: Exploring in the Science of The Mind. United State of America: W.W. Norton & Company.
  • Rosa, F. (2015). Analisis Kemampuan Siswa Kelas X pada Ranah Kognitif, Afektif, dan Psikomotorik. Omega: Jurnal Fisika dan Pendidikan Fisika, 1(2), 24-28
  • Schraw, G., & Denniso R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. doi:10.1006.ceps.1994.1033
  • Safari, Y., & Meskini, H. (2016). The effect of metacognitive instruction on problem solving skills in Iranian students of health sciences. Global Journal of Health Science, 8(1), 150
  • Setyosari, P. (2016). Metode Penelitian Pendidikan & Pengembangan. Jakarta: Prenadamedia Group.
  • Song, J.Y., & Park, J.E. (2017). The effects of strategy of enhanced metacognition on the improvement of creative problem solving skills. Journal of Digital Convergence, 15(7), 1-12
  • Spada, M.M., Giorgeou, G.A., & Wells, A. (2010). The relationship among metacognition, attention control, and state anxiety.Cognitive Behavior Therapy, 39(1), 64-71.doi:10.1080/16506070902991791
  • Spellman, K.V., Schneller L.C., Mulder C.P.H., & Carlson, M.L. (2015). Effects of non- native melilotus albus on pollination and reproduction in two boreal shrubs. Oecologia, 179, 495–50. doi:10.1007/s00442-015-3364-9
  • Spiro, R. J.& John C Jheng.J. C. (1990). Cognitive Flexibility and Hypertext: Theory and Technology for the Nonlinear and Multidimensional Traversalof Complex Subject Matter. New York: Watson Research Center Rand Spiro Universiry Of Illinois At Urbano-Champaign.
  • Su, A., Ricci, F. A., & Mnatsakanian, M. (2015). Critical thinking as a mathematical problem-solving strategy: Classroom scenario. Dimensions in Mathematics, 35(2), 19
  • Syah, M. (2013). Psikologi Pendidikan Dengan Suatu Pendekatan Baru (Edisi Revisi). Bandung: PT. Remaja Rosdakarya.
  • Taccasu, P. (2008). Metacognition.Retrieved from http://www.Hku. Cepc/taccasu/ref/metacognition.html
  • Taylor, S. (2009). Health Psychology (Seventh Edition). New York: Mc Graw-Hill Companies, Inc.
  • Tortop, H.S. (2015). A comparison of gifted and non-gifted students’ self-regulation skills for science learning. Journal for the Education of Gifted Young Scientists, 3(1), 42–57.
  • Tuckman, B.W. (1999). Conducting Educational Research. United States of America: Earl McPeek
  • Wesson, R.H. 2013. Development Of The Problem Solving Teaching. Retrieved from http://www.deakin.edu.au/_data/asset/pdf_file0012/51240/problem-solving.pdf
There are 52 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Thinking Skills
Authors

İdawati İdawati 0000-0002-5421-1482

Punaji Setyosari 0000-0003-0187-9785

Dedi Kuswandi 0000-0003-1005-6641

Saida Ulfa 0000-0002-2302-7172

Publication Date June 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 2

Cite

APA İdawati, İ., Setyosari, P., Kuswandi, D., Ulfa, S. (2020). Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills. Journal for the Education of Gifted Young Scientists, 8(2), 651-665. https://doi.org/10.17478/jegys.652212
AMA İdawati İ, Setyosari P, Kuswandi D, Ulfa S. Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills. JEGYS. June 2020;8(2):651-665. doi:10.17478/jegys.652212
Chicago İdawati, İdawati, Punaji Setyosari, Dedi Kuswandi, and Saida Ulfa. “Investigating the Effects of Problem-Solving Method and Cognitive Flexibility on Improving University students’ Metacognitive Skills”. Journal for the Education of Gifted Young Scientists 8, no. 2 (June 2020): 651-65. https://doi.org/10.17478/jegys.652212.
EndNote İdawati İ, Setyosari P, Kuswandi D, Ulfa S (June 1, 2020) Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills. Journal for the Education of Gifted Young Scientists 8 2 651–665.
IEEE İ. İdawati, P. Setyosari, D. Kuswandi, and S. Ulfa, “Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills”, JEGYS, vol. 8, no. 2, pp. 651–665, 2020, doi: 10.17478/jegys.652212.
ISNAD İdawati, İdawati et al. “Investigating the Effects of Problem-Solving Method and Cognitive Flexibility on Improving University students’ Metacognitive Skills”. Journal for the Education of Gifted Young Scientists 8/2 (June 2020), 651-665. https://doi.org/10.17478/jegys.652212.
JAMA İdawati İ, Setyosari P, Kuswandi D, Ulfa S. Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills. JEGYS. 2020;8:651–665.
MLA İdawati, İdawati et al. “Investigating the Effects of Problem-Solving Method and Cognitive Flexibility on Improving University students’ Metacognitive Skills”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 2, 2020, pp. 651-65, doi:10.17478/jegys.652212.
Vancouver İdawati İ, Setyosari P, Kuswandi D, Ulfa S. Investigating the effects of problem-solving method and cognitive flexibility on improving university students’ metacognitive skills. JEGYS. 2020;8(2):651-65.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.