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The Development of Metacognitive Inventory to Measure Students’ Metacognitive Knowledge Related to Chemical Bonding Conceptions

Since the mid-1970’,s metacognition has become one of the major fields of cognitive and educational psychology research. However, an assessment on metacognitive ability has been still problematic because it is difficult to distinguish between what is meta and what is cognition, and also assessments in classroom practice normally pay attention only to students’, cognition. Numerous studies suggested that matacognition is important for students’, learning because it affects how students apply what they had learnt to solve problems. Therefore, the purpose of this study is to develop metacognitive inventory in order to measure students’, metacognitive ability. The metacognitive ability means the students’, capable of explicitly thinking about their ideas or conceptions one holds.The inventory focused on metacognitive knowledge which included declarative, procedural, and conditional ,knowledge. The inventory consisted of 7 open-ended questions, and all of which contents related to the concepts of chemical bonding. The inventory was piloted with 68 students to improve language used and analyze the reliability of scoring criteria. Pearson’,s correlation of consistency among interraters was .79. Then, the inventory was ,administered to 62 tenth grade students who had already learnt those concepts. The results indicated that the discrimination of test items ranked from 0.31 to 0.94, Cronbach’,s alpha coefficient reliability was .80. The results of this study indicated that the inventory was qualified to be used as an instrument to measure students’, ,metacognitive ability.

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