Components of Metacognition

Components Metacognition

Eureka Education . According to Jacob (in Rahmayani, 09: 15) metacognition consists of four components, namely:.

a Metacognitive knowledge ( metacognitive knowledge )

1. Decralarive knowledge that the knowledge required of themselves as learners and the strategies, skills and learning resources source.
2. process knowledge that know how to use what is known in decralarive knowledge that the learning activities.
3. Conditional knowledge is knowing when a process, skills or strategies to use, and when things are not used, why a process takes place, and why a process is better than other methods ,

b. Interest metacognitive ( metacognitive objectives )

1. develop the habit of managing self-monitoring and improve learning ability.
2. Develop a habit of constructive thinking develop.
3. to ask a habit.

c. Metacognitive strategies ( metacognitive strategies )

1. Students can identify the learning style that is suitable for yourself, and to monitor and improve the ability by summarizing way to learn reading, listening, discussion and study groups.
2. , students can make decisions, solve problems and learn the relationships previous knowledge with new findings.

[1945013integrieren] d. Experience or regulation metacognitive ( metacognitive experiences or regulation )

1. planning , is the ability to plan learning activities.
2. Strategies Information Management , the ability of the strategy related information regarding performed to manage the learning process.
3. considers monitoring , is the ability to monitor their learning process and issues with the process.
4. debug strategies , the ability of the strategies debugging is to correct a strategy that actions wrong in learning.
5. evaluation [usedis, is the ability of the effectiveness of learning strategy, to determine whether he would change Strategiya, give up on state or an end to this activity.

divided in accordance with the above definition, and Simon Brown abilities metacognition in knowledge and skills of metacognition (Dosoete, Roeyers & Buysse, 01: 435-436).
a. Knowledge metacognition defined as the knowledge and understanding of the process of knowledge. Metacognitive knowledge is divided into three components, namely:

1. knowledge statement ( declarative knowledge )
Declaration of knowledge is the knowledge of something , Knowledge Policy and covers knowledge about ourselves as learners and about the factors that affect a person's knowledge. Knowledge Declaration can vary in topic and scope, to know, for example, about fakt Act, generalization, private events and personal settings. can be addition to the facts organized in a number of facts, generalizations in theories can be organized, and private events can be organized in living history.

2. Procedural knowledge ( procedural knowledge )
procedural knowledge is awareness of thinking processes or knowledge of ways to accomplish the goals and knowledge as qualified labor and how to do it to achieve. Someone who has a high degree of process knowledge, can use different strategies to face to solve the problems.

3. knowledge-related ( Conditional knowledge )
knowledge requires an awareness of the conditions that affect learning and find out the reasons why a specific strategy and why do something.

b. Metacognition skills is as an individual is defined to control the thought process. Metacognition skills consists of four components, namely:
1. Predict ( Prediction )
predicts skills are making skills in a forecast or anything predict.
2. Plotting ( planning )
planning skills are abilities to create something that will be done.
3. Monitoring ( monitoring )
abilities monitor is keteelajarampilan which relates a person's consciousness, which communicates with the understanding and execution of tasks in line.
4. Evaluation ( review )
ability to assess the skills to evaluate the product and adjusting the process of learning.

REFERENCES
Desoete, A., Roeyers, H., and Buysse, A. (01). Metacognition and Mathematical Problem Solving in Grade 3. Journal of Learning Disabilities . 34, (5), 435-449.

Rahmayani. (09). Applying Learning Cycle 5E model in math learning through Metacognitive skills approach Reasoning ability to improve students . Thesis, unpublished, Universitas Pendidikan Indonesia, Bandung.

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