Factors of Critical Spatial Thinking for a Geography Metacognition Assessment in Indonesian Senior High Schools

Year 2020, Volume: 10 Issue: 2, 186 - 204, 30.04.2020

Muhammad Nursa'ban Kumaidi Kumaıdı Mukminan Mukmınan

https://doi.org/10.33403/rigeo.686050

Abstract

Factors of Criticial Spatial Thinking for a Geography metacognition assessment are a moot point among experts and practitioners. This study aims to develop an understanding about such factors by using a structural equation model to generate a comprehensive and accurate assessment instrument for metacognition in Geography. The study is a research and development project for a Thesis. The current research involves 595 participants, consisting of experts and practitioners from eight representative Senior High Schools in Indonesia. The study occurred between August 2017 and February 2019. The results from a confirmatory factor analysis generated 15 indicators for three dimensions of Critical Spatial Thinking. The three dimensions are concept comprehension, concept application, and creativity in producing ideas; and they are used to generate an assessment for metacognition in Geography. The indicators involve concept application, location, distance, approach, equation, disaster mitigation, concept map, interaction, map instrument, aura, region, hierarchy, pattern, spatial association, and inquiry. The factors were assessed by nine experts and obtained 0.85 on the Aiken validity index. A chi-square of 330.47, df = 90, p-value = 0.000, and Root Mean Square Error of Approximation = 0.071, t = 4.78, and GFI = 1.96 in the significance level of 5%, proves the items fulfil both the analysis and construct dimensions, and also have a significant influence on the dimensions and factors of metacognition.

Keywords

Spatial Critical Thinking, Geography, Education, Assessment, metacognition

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