Modelling testlet instrument in blended learning design to assess students' metacognition in the environmental chemistry course

• Published in: Journal of physics. Conference series Vol. 1157; no. 4; pp. 42012 - 42017
• Main Authors: Muawiyah, D, Yamtinah, S, Indriyanti, N Y
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.02.2019
• Subjects: 21st century; Blended learning; Delphi method; Design analysis; Distance learning; Environmental chemistry; Indicators; Instructional design; Metacognition; Modelling; Students; Validity; Websites
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1157/4/042012

Metacognition is one of the skills in the 21st century learning and defined as someone awareness of their own knowledge and regulation of their own thinking. Metacognition is needed in chemistry learning and everyday life to understand matter and solve problems. Learners need to know their own metacognition in order to improve and develop their metacognitive. This paper aimed to prescribe metacognition indicators that used in the instrument and modelling a proper testlet instrument in blended learning design to assess students' metacognition in the Environmental Chemistry course. This instrument is in e-learning website to support blended learning and the application of ICT in the 21st century learning. Participants in this study were 9 experts who tested the validity of metacognition indicators and the validity of the instrument. The Delphi technique and Aiken's Formula with 9 experts used to measure the content validity. The results were: (1) Metacognition indicators measured were declarative knowledge, conditional knowledge, procedural knowledge, planning, and evaluation; (2) The instrument validity test results showed that each item was valid and matching with the metacognition indicators. Based on the results, the valid testlet instrument can be used to measure students' metacognition level.