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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) · pp. 547–553

DOI
10.46843/jiecr.v7i3.2995
ISSN
2722-9696, 2722-9688
Published
2026-05-22
Publisher
Yayasan Keluarga Guru Mandiri
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 105 co-authorship links · 1 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Malang
  • IPB University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Sonja KleinertzAffiliation unknown3
Asri YantiAffiliation unknown2
Ali MasharAffiliation unknown2
Fatchur RohmanState University of Malang2
Endang SuarsiniAffiliation unknown2
Djamar T.F Lumban BatuAffiliation unknown2
Yeni IrawatiAffiliation unknown2
Arif HidayatState University of Malang1
Sri RahayuState University of Malang1
P. SetyosariAffiliation unknown1
N. K. WardaniIPB University1
Tri PrartonoIPB University1
Achmad FahrudinAffiliation unknown1
Medi NopianaAffiliation unknown1
Fredinan YuliandaAffiliation unknown1
Muhammad KhalilAffiliation unknown1
Betty LukiatiAffiliation unknown1
Mohammad Zakki Aqimul HaqAffiliation unknown1
M. Raffi FahrizaAffiliation unknown1
Gilang Taufan InsaniAffiliation unknown1
M. Fauzan Putra RahmatullahAffiliation unknown1
Seagames WaluyoAffiliation unknown1
Anggi Tias PratamaAffiliation unknown1
Nurul Bahiyah Abd WahidAffiliation unknown1
Poppy Rahmatika PrimandiriAffiliation unknown1
Rozib SulistiyoAffiliation unknown1
Mohamad SyawaludinAffiliation unknown1
Yudhi UtomoState University of Malang1
Hasminar Rachman FidiastutiAffiliation unknown1
Anis Samrotul LathifahAffiliation unknown1
Riantina Fitra AldyaAffiliation unknown1
Risa TiuriaAffiliation unknown1
Muhammad Raihan PambudiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://jiecr.org/index.php/jiecr/oai, first harvested 9 Nov 2026, last seen 9 Nov 2026.
Original metadata (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>