TY - GEN
T1 - Investigating Students' Metacognitive Skills while Working on Information Systems Development Projects
AU - Santoso, Harry Budi
AU - Lawanto, Oenardi
AU - Purwandari, Betty
AU - Isal, R. Yugo Kartono
AU - Fitriansyah, Rian
N1 - Publisher Copyright:
© 2017 IEEE.
PY - 2018/9/17
Y1 - 2018/9/17
N2 - Metacognition plays a significant role in student learning, especially in solving ill-structured problems. Computer science students who are enrolled in a software engineering course or information systems development projects have to complete ill-structured problems, in this case a project that can be solved using more than one solution or approach. Although the course is compulsory, it is important to understand its implementation from cognitive/metacognitive perspective. The objective of the study is to investigate the students' metacognitive skills while working on their information systems projects. We used Engineering Design Metacognitive Questionnaire (EDMQ) as the instrument that is grounded in Butler and Cartier's self-regulated learning (SRL) model. Two early phases in design phases were used, namely Problem Definition and Conceptual Design. One hundred and thirty-four students enrolled in IS Development Project course at Faculty of Computer Science, Universitas Indonesia participated in the study. There are two types of data collected in the study, quantitative and qualitative data. The results found that on average the students often employ metacognitive skills under the following categories: Task Interpretation, Planning Strategies, Cognitive Actions, Monitoring and Fix-Up strategies, and Criteria of Success.
AB - Metacognition plays a significant role in student learning, especially in solving ill-structured problems. Computer science students who are enrolled in a software engineering course or information systems development projects have to complete ill-structured problems, in this case a project that can be solved using more than one solution or approach. Although the course is compulsory, it is important to understand its implementation from cognitive/metacognitive perspective. The objective of the study is to investigate the students' metacognitive skills while working on their information systems projects. We used Engineering Design Metacognitive Questionnaire (EDMQ) as the instrument that is grounded in Butler and Cartier's self-regulated learning (SRL) model. Two early phases in design phases were used, namely Problem Definition and Conceptual Design. One hundred and thirty-four students enrolled in IS Development Project course at Faculty of Computer Science, Universitas Indonesia participated in the study. There are two types of data collected in the study, quantitative and qualitative data. The results found that on average the students often employ metacognitive skills under the following categories: Task Interpretation, Planning Strategies, Cognitive Actions, Monitoring and Fix-Up strategies, and Criteria of Success.
KW - information systems
KW - metacognition
KW - projects
KW - scrum
KW - self-regulated learning
UR - http://www.scopus.com/inward/record.url?scp=85055413719&partnerID=8YFLogxK
U2 - 10.1109/WEEF.2017.8467121
DO - 10.1109/WEEF.2017.8467121
M3 - Conference contribution
AN - SCOPUS:85055413719
T3 - Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC 2017 and 4th Innovative Practices in Higher Education Expo 2017, I-PHEX 2017
SP - 478
EP - 483
BT - Proceedings - 2017 7th World Engineering Education Forum, WEEF 2017- In Conjunction with
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 7th World Engineering Education Forum, WEEF 2017
Y2 - 13 November 2017 through 16 November 2017
ER -