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Contribution of Metacognitive Skills to Students' Conceptual Understanding and Problem-Solving Skills in Elementary School Teacher Education

Journal of Innovation in Educational and Cultural Research · Vol. 7 No. 3 (2026) · hlm. 547–553

DOI
10.46843/jiecr.v7i3.2995
ISSN
2722-9696, 2722-9688
Terbit
2026-05-22
Penerbit
Yayasan Keluarga Guru Mandiri
Bahasa
eng

Abstrak

Metacognitive skills constitute one's cognitive awareness or affective experience that comes along with intellectual efforts. It represents one's awareness and knowledge about his/her own cognitive skills. Metacognitive skills affect one's conceptual understanding and problem-solving skills. Empirical researchanalyzinghow metacognitive skills specifically contribute to conceptual understanding and problem-solving skills through free inquiry-based learning is still lacking. This study aimed to examine how metacognitive skills contribute to individuals' conceptual understanding and problem-solving using free, inquiry-based learning strategies. To this end, a descriptive correlational study was applied.The independent variable in this study was metacognitive skills, and the dependent variables were conceptual understanding and problem-solving abilities. Thirty-five students from the Elementary School Teacher Education Department of Universitas Nusantara PGRI Kediri participated. Data wereanalyzedusing linear regression analysis. The result showed that metacognitive skills contribute 48.9% to students' conceptual understanding, higher than their contribution to problem-solving skills (i.e., 30.7%).These findings demonstrate the important role of metacognitive skills in shaping effective teacher preparation and fostering reflective and independent learners. This study provides empirical evidence for integrating metacognitive skill development into inquiry-based teacher education programs to enhance conceptual and problem-solving competencies.

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  • State University of Malang
  • IPB University
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Rekan penulisOrganisasiArtikel bersama
Sonja KleinertzAfiliasi tidak diketahui3
Asri YantiAfiliasi tidak diketahui2
Ali MasharAfiliasi tidak diketahui2
Fatchur RohmanState University of Malang2
Endang SuarsiniAfiliasi tidak diketahui2
Djamar T.F Lumban BatuAfiliasi tidak diketahui2
Yeni IrawatiAfiliasi tidak diketahui2
Arif HidayatState University of Malang1
Sri RahayuState University of Malang1
P. SetyosariAfiliasi tidak diketahui1
N. K. WardaniIPB University1
Tri PrartonoIPB University1
Achmad FahrudinAfiliasi tidak diketahui1
Medi NopianaAfiliasi tidak diketahui1
Fredinan YuliandaAfiliasi tidak diketahui1
Muhammad KhalilAfiliasi tidak diketahui1
Betty LukiatiAfiliasi tidak diketahui1
Mohammad Zakki Aqimul HaqAfiliasi tidak diketahui1
M. Raffi FahrizaAfiliasi tidak diketahui1
Gilang Taufan InsaniAfiliasi tidak diketahui1
M. Fauzan Putra RahmatullahAfiliasi tidak diketahui1
Seagames WaluyoAfiliasi tidak diketahui1
Anggi Tias PratamaAfiliasi tidak diketahui1
Nurul Bahiyah Abd WahidAfiliasi tidak diketahui1
Poppy Rahmatika PrimandiriAfiliasi tidak diketahui1
Rozib SulistiyoAfiliasi tidak diketahui1
Mohamad SyawaludinAfiliasi tidak diketahui1
Yudhi UtomoState University of Malang1
Hasminar Rachman FidiastutiAfiliasi tidak diketahui1
Anis Samrotul LathifahAfiliasi tidak diketahui1
Riantina Fitra AldyaAfiliasi tidak diketahui1
Risa TiuriaAfiliasi tidak diketahui1
Muhammad Raihan PambudiAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://jiecr.org/index.php/jiecr/oai, pertama di-harvest 9 Nov 2026, terakhir terlihat 9 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Contribution of Metacognitive Skills to Students' Conceptual Understanding and Problem-Solving Skills in Elementary School Teacher Education</dc:title>
	<dc:creator>Nurmilawati, Mumun</dc:creator>
	<dc:creator>Setyosari, Punadji</dc:creator>
	<dc:creator>Amin, Mohamad</dc:creator>
	<dc:creator>Kuswandi, Dedi</dc:creator>
	<dc:creator>Sulistiono, Sulistiono</dc:creator>
	<dc:creator>Santoso, Agus Muji</dc:creator>
	<dc:creator>Mohd Yasin, Mohd Hanafi</dc:creator>
	<dc:subject xml:lang="en-US">conceptual understanding; free inquiry; metacognitive skill; problem-solving skill</dc:subject>
	<dc:description xml:lang="en-US">Metacognitive skills constitute one's cognitive awareness or affective experience that comes along with intellectual efforts. It represents one's awareness and knowledge about his/her own cognitive skills. Metacognitive skills affect one's conceptual understanding and problem-solving skills. Empirical researchanalyzinghow metacognitive skills specifically contribute to conceptual understanding and problem-solving skills through free inquiry-based learning is still lacking. This study aimed to examine how metacognitive skills contribute to individuals' conceptual understanding and problem-solving using free, inquiry-based learning strategies. To this end, a descriptive correlational study was applied.The independent variable in this study was metacognitive skills, and the dependent variables were conceptual understanding and problem-solving abilities. Thirty-five students from the Elementary School Teacher Education Department of Universitas Nusantara PGRI Kediri participated. Data wereanalyzedusing linear regression analysis. The result showed that metacognitive skills contribute 48.9% to students' conceptual understanding, higher than their contribution to problem-solving skills (i.e., 30.7%).These findings demonstrate the important role of metacognitive skills in shaping effective teacher preparation and fostering reflective and independent learners. This study provides empirical evidence for integrating metacognitive skill development into inquiry-based teacher education programs to enhance conceptual and problem-solving competencies.</dc:description>
	<dc:publisher xml:lang="en-US">Yayasan Keluarga Guru Mandiri</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2026-05-22</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://jiecr.org/index.php/jiecr/article/view/2995</dc:identifier>
	<dc:identifier>10.46843/jiecr.v7i3.2995</dc:identifier>
	<dc:source xml:lang="en-US">Journal of Innovation in Educational and Cultural Research; Vol 7, No 3 (2026); 547-553</dc:source>
	<dc:source>2722-9696</dc:source>
	<dc:source>2722-9688</dc:source>
	<dc:source>10.46843/jiecr.v7i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://jiecr.org/index.php/jiecr/article/view/2995/412</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2026 Journal of Innovation in Educational and Cultural Research</dc:rights>
</oai_dc:dc>