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Metakognisi
Metakognitif adalah kemampuan untuk mengontrol ranah atau aspek kognitif. Meta kognitif mengendalikan enam tingkatan aspek kognitif yang didefinisikan oleh Benjamin Bloom dalam taksonomi Bloom yang terdiri dari tahap ingatan, pemahaman, terapan, analisis dan sintetis dan evaluasi. Pada tahun 1991 taksonomi ini direvisi oleh David Krathwohl menjadi mengingat, memahami, menerapkan, menganalisis, mengevaluasi, dan mencipta sesuatu sesuai dengan kemampuan siswa.
Bacaan lanjutan
- Barell, J. (1992), “Like an incredibly hard algebra problem: Teaching for metacognition” In A. L. Costa, J. A. Bellanca, & R. Fogarty (eds.) If minds matter: A foreword to the future, Volume I (pp. 257–266). Palatine, IL: IRI/Skylight Publishing, Inc.
- Beck, G. M. (1998) The Impact of a Prescriptive Curriculum on the Development of Higher Order Thinking Skills in Children, Unpublished MA dissertation, University of Leicester.
- Burke, K. (1999), “The Mindful School: How to Assess Authentic Learning” (3rd ed.), SkyLight Training and Publishing, USA. ISBN 1-57517-151-1
- Chamot, A. (2005). The Cognitive Academic Language Learning Approach (CALLA): An update. In P. Richard-Amato and M. Snow (eds), Academic Success for English Language Learners (pp. 87–101). White Plains, NY: Longman.
- Dunlosky, J., Serra, M. J., & Baker, J. M. C. (2007). Metamemory Applied. In F. Durso (Ed.) Handbook of Applied Cognition. 2nd Edition. (pp. 137–161). Chichester, West Sussex, England: John Wiley & Sons, Ltd.
- H. S. Terrace & J. Metcalfe (Eds.), The Missing Link in Cognition: Origins of Self-Reflective Consciousness. New York: Oxford University Press.
- Metcalfe, J., & Shimamura, A. P. (1994). Metacognition: knowing about knowing. Cambridge, MA: MIT Press.
- Wenden, A. L. (1987). Metacognition: An expanded view on the cognitive abilities of L2 learners. Language Learning, 37 (4), 573-594.
- Wenden, A. (1991). Learner Strategies for Learner Autonomy. London: Prentice Hall.
- Zhang, L. J. (2001). Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an input-poor environment. Language Awareness,[1] 11 (4), 268-288.
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