Elferida Sormin, Habiddin Habiddin, Muntholib Muntholib, Aman Santoso
This study aims to assess the metacognitive knowledge of university-level chemistry education students using pictorial-based questions. Metacognition-encompassing the processes of planning, monitoring, and evaluating individual learning progress-is essential in mastering complex and abstract chemical concepts. The study involved 30 chemistry education students at Universitas Kristen Indonesia, Jakarta. Metacognitive knowledge in this study was divided into three components: declarative knowledge (DK), procedural knowledge (PK), and conditional knowledge (CK), and measured using 10 pictorial-based questions, with 4, 3, and 3 DK, PK, and CK items, respectively. The results indicated that students’ metacognitive knowledge fell into the low category. Students’ conditional knowledge was lower than their procedural knowledge, which in turn was lower than their declarative knowledge. © 2025, Malque Publishing. All rights reserved.
Department of Chemistry, Universitas Negeri Malang, East Java, Malang, 65145, Indonesia; Department of Chemistry Education, Universitas Kristen Indonesia, Jakarta, 13630, Indonesia; Department of Science Education, Universitas Negeri Malang, East Java, Malang, 65145, Indonesia
