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Abstrak :
The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking.

Abstrak :
Tingginya durasi penggunaan internet dan kesulitan dalam mengontrol penggunaan internet di kalangan remaja saat ini dapat berpotensi mengakibatkan penggunaan internet yang problematik. Adanya keyakinan metakognisi yang maladaptif bahwa dengan menggunakan internet dapat meregulasi emosi negatif secara efektif diduga dapat memediasi hubungan antara kesulitan regulasi emosi dan penggunaan internet yang berpotensi problematik pada 261 sampel remaja usia 11 hingga 20 tahun (perempuan 66.28%, M = 15). Analisis dilakukan dengan metode kuantitatif non-eksperimental menggunakan Hayes PROCESS Mediation Analysis. Penggunaan internet yang problematik diukur dengan skala GPIUS2, regulasi emosi diukur dengan DERS-SF, serta keyakinan metakognisi maladaptif diukur dengan skala MCQ-30. Hasil penelitian ini menunjukkan bahwa keyakinan metakognisi maladaptif berperan dalam memediasi hubungan antara penggunaan internet yang berpotensi problematik dan kesulitan regulasi emosi pada remaja secara parsial. Kesulitan regulasi emosi ditemukan dapat memengaruhi penggunaan internet yang berpotensi problematik baik secara langsung maupun tidak langsung. Penemuan ini mengimplikasikan bahwa intervensi penggunaan internet problematik pada remaja dapat mempertimbangkan regulasi emosi dan input informasi yang tepat dalam mengembangkan keyakinan metakognisi yang adaptif. ......Adolescents' exessive use of the internet and lack of control in using internet might potentially result in problematic internet use (PIU). In a sample of 261 typical adolescents aged 11 to 20 years (female 66.28%, M = 15), the association between emotion regulation difficulties and Internet users problematik is assumed to be mediated by the maladaptive metacognitive beliefs that utilizing the internet may effectively decrease negative emotions. Hayes PROCESS Mediation Analysis, non-experimental quantitative methods were used for the analyses. The GPIUS2 scale was used to test potentially PIU, the DERS-SF was used to measure emotion regulation difficulties, and the MCQ-30 scale was used to measure maladaptive metacognitive beliefs. The findings demonstrated that the association between penggunaan internet problematik and emotion regulation difficulties was partially mediated by maladaptive metacognitive beliefs. It has been discovered that potentially problematic internet use is both directly and indirectly by emotion regulation difficulties. This research suggests that problematic internet use interventions for adolescents ought to take emotion regulation, appropriate information input in developing adaptive metacognitive beliefs into account.

Abstrak :
Metacognition is a set of active mental processes that allows users to monitor, regulate, and direct their personal cognitive strategies. Improving student information search traces the impact of a tutorial on education graduate students? problem-solving in online research databases. The tutorial centres on idea tactics developed by bates that represent metacognitive strategies designed to improve information search outcomes. The first half of the book explores the role of metacognition in problem-solving, especially for education graduate students. It also discusses the use of metacognitive scaffolds for improving students? problem-solving. The second half of the book presents the mixed method study, including the development of the tutorial, its impact on seven graduate students? search behaviour and outcomes, and suggestions for adapting the tutorial for other users.

Abstrak :
ABSTRAK
Penelitian ini bertujuan melihat hubungan antara metakognisi moral dan ketidakjujuran akademis pada mahasiswa Universitas Indonesia. Ketidakjujuran akademis merupakan perilaku tidak etis sebab melanggar integritas akademis. Sebelum terlibat dalam ketidakjujuran akademis, individu terlibat dalam proses pembuatan keputusan etis untuk memutuskan akan melakukan tindakan tersebut atau tidak. Hal tersebut membutuhkan kesadaran dan rasionalitas dalam proses kognitifnya. Untuk memastikan bahwa proses kognitif tersebut berjalan dengan baik, diperlukan kemampuan untuk dapat mengetahui, memantau dan meregulasi proses tersebut, yang dikenal dengan metakognisi, khususnya metakognisi moral. Hasil penelitian yang dilakukan pada 959 mahasiswa menunjukkan terdapat hubungan negatif yang signifikan antara metakognisi moral dan ketidakjujuran akademis (r= -0,140, p<0,01). Implikasi dari penelitian ini didiskusikan lebih lanjut.

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ABSTRACT
This research was conducted to determine strength and direction of the relationship between moral metacognition and academic dishonesty among students in Universitas Indonesia. Academic dishonesty is considered as a non-ethical behavior because it violates the academic integrity. Before engaging in academic dishonesty, one involves in ethical decision making which requires awareness and judgment in its cognitive process. To ensure the cognitive process goes well, one needs to be aware of, monitors, reflects on, and regulates thinking, which is known as metacognition, especially moral metacognition. Data were collected from 959 college students by having them completing two questionnaires. The result shows a negative and significant correlation between the two variables (r= -0,140, p<0,01). Implications of the findings for college students to improve their moral metacognition are discussed.

Abstrak :
The objective of the present study is to find out the effect of problem-based performance assessment and instructional models on the students' metacognition in mathematics at senior high schools. The study was conducted in SMU in Jakarta. There were 120 first grade students as the sample of the study, selected through multistage random sampling. The data were gathered by using a metacognition scale. Data analysis was done by using the two way analysis of variance. The results of the study are: (1) In general, problem-based performance assessment effects students' metacognition mathematics, (2) Learning models affect the students' metacognition in mathematics; in which the cooperative learning model is more effective in improving the students' metacognition than the classical learning model, (3) There is an interaction effect between problem-based performance assessment and instructional models. Such interaction show that problem solving performance assessment is more effective in improving students' metacognition in mathematics if it is combined with cooperative learning model; while problem posing performance assessment is more effective if it is combined with classical learning model.

Abstrak :
Through a comprehensive computational theory of the mind, namely, a computational cognitive architecture, this book explores cognitive or psychological mechanisms and processes. The goal of this book is to develop a unified framework for understanding the human mind, and within the unified framework, to develop process-based, mechanistic understanding of a variety of psychological phenomena. Specifically, the book first describes the essential CLARION framework and its cognitive-psychological justifications, then its computational instantiations, and finally its applications to capturing, simulating, and explaining various psychological phenomena and empirical data. Through the lens of a unified framework, the book shows how the models and simulations shed light on psychological mechanisms and processes. In fields ranging from cognitive science, to psychology, to artificial intelligence, and even to philosophy, academic researchers, graduate and undergraduate students, and practitioners of various kinds may have interest in topics covered by this book. The book may also be suitable for seminars or courses at graduate or undergraduate levels on cognitive architectures or cognitive modeling (i.e., computational psychology).