Kajian Kes Amalan Penerapan Strategi Metakognitif dalam Pengajaran Guru di Sekolah Pencapaian Tinggi dalam Mata Pelajaran Ekonomi Tingkatan Enam di Sarawak
| dc.contributor.author | Nur Izzatul Syahirah Tan binti Abdullah | |
| dc.date.accessioned | 2026-08-10T00:02:16Z | |
| dc.date.issued | 2025 | |
| dc.description | Metacognitive strategies are one of the important teaching strategies that teachers, especially economics teachers, need to master, as they often find it difficult to improve students' understanding of abstract economic concepts and theories. Many studies, both locally and internationally, have found that the level of mastery of subject content among students is still low. Some study results and scientific arguments also suggest that there is a link between mastery of subject matter and metacognitive processes. Teachers also play a crucial role in influencing metacognitive processes in learning and facilitation. Therefore, this study was conducted to explore the understanding of Form Six Economics teachers regarding the concept of metacognitive strategies in economics teaching and its importance. Additionally, this study also examines the practice of implementing metacognitive strategies in the context of classroom teaching. Finally, the challenges in implementing this integration practice were also examined in depth. This study uses a qualitative approach with a case study design. Data collection was conducted through semi-structured interviews. Data was analysed using NVivo 12 Plus. A total of 12 Form Six Economics teachers serving in highachieving schools in the Economics subject in Sarawak were selected as study participants through a purposive sampling method using network sampling. The study found that economics teachers have a vague understanding of the concept of metacognitive strategies but a comprehensive understanding of the importance of applying metacognitive strategies in economics teaching. Economics teachers were found to implement metacognitive strategies through lesson planning, introductory sets, teaching monitoring, and teaching evaluation. The study also found that economics teachers face challenges such as time vii constraints, teachers' knowledge of metacognitive strategies, preparation of teaching materials, and students' readiness to implement the application to the fullest and continuously in teaching. This study proposes a practical and current framework for a metacognitive strategy-based teaching model, which also has implications for theory, the field of knowledge, and the Ministry of Education Malaysia (KPM). | |
| dc.identifier.uri | https://scholarhub.unimas.my/handle/123456789/1416 | |
| dc.language.iso | Bahasa Melayu | |
| dc.publisher | UNIVERSITI MALAYSIA SARAWAK | |
| dc.relation.ispartofseries | Faculty of Cognitive Sciences and Human Development | |
| dc.subject | Metacognitive strategies, teaching, Form Six Economics | |
| dc.title | Kajian Kes Amalan Penerapan Strategi Metakognitif dalam Pengajaran Guru di Sekolah Pencapaian Tinggi dalam Mata Pelajaran Ekonomi Tingkatan Enam di Sarawak | |
| dc.type | PhD |