CJR ( CRITICAL JOURNAL REPORT )

“ SOMETHING ABOUT METACOGNITION: SELF-

CONFIDENCE FACTOR(S) IN SCHOOL-AGED
CHILDREN ”

Mata Kuliah
:
PSIKOLOGI
PENDIDIKAN

Dosen Pengampu : Dr.

MARDIANTO, M.Pd.

Disusun Oleh :

NURHALIZAH ( 0310191007 )

PRODI TADRIS BIOLOGI

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

UNIVERSITAS ISLAM NEGERI SUMATERA UTARA

2020/2021
 KATA PENGANTAR

Puji syukur kehadirat ALLAH SWT atas segala limpahan rahmat, hidayah,
taufik, sehingga saya dapat menyelesaikan tugas CJR ( Critical Journal Report )
yang berjudul “Something About Metacognition: Self-Confidence Factor(s) In
School-Aged Children”. Dan juga saya berterimakasih kepada Bapak Dr.
Mardianto, M.Pd., selaku dosen mata kuliah Psikologi Pendidikan yang telah
memberikan tugas ini kepada penulis.

Penulis sangat berharap kiranya critical jurnal ini dapat bermanfaat bagi
pembaca untuk mengetahui isi jurnal beserta kelebihan dan kekurangan dari jurnal
tersebut.. Penulis juga menyadari sepenuhnya bahwa di dalam critical jurnal ini
terdapat kekurangan dan jauh dari kata sempurna. Oleh sebab itu, penulis berharap
adanya kritik, saran dan usulan demi perbaikan critical jurnal yang telah penulis
buat di masa yang akan datang, mengingat tidak ada sesuatu yang sempurna tanpa
saran yang membangun.

Medan, 22 April 2020

Penulis

i
 DAFTAR ISI

KATA PENGANTAR.................................................................................................i

DAFTAR ISI................................................................................................................ii

BAB I PENDAHULUAN............................................................................................1

A. Latar Belakang........................................................................................................1

B. Rumusan Masalah...................................................................................................1
C. Tujuan.....................................................................................................................1
D. Manfaat...................................................................................................................1

BAB II PEMBAHASAN.............................................................................................2

A. Identitas Jurnal........................................................................................................2
B. Ringkasan Isi Jurnal................................................................................................2

BAB III KELEBIHAN DAN KEKURANGAN.......................................................12

A. Kelebihan Jurnal.....................................................................................................12
B. Kekurangan Jurnal..................................................................................................13

BAB IV PENUTUP.....................................................................................................14

A. Kesimpulan.............................................................................................................14
B. Saran.......................................................................................................................14

DAFTAR PUSTAKA..................................................................................................15

ii
 BAB I

PENDAHULUAN

A. Latar Belakang
Mengkritik sebuah Jurnal atau lebih adalah salah satu kegiatan yang harus
dikuasai oleh siswa maupun mahasiswa. Terlebih lagi untuk kita calon
pendidik bangsa. Dengan mengkritik suatu jurnal maka mahasiswa/i ataupun
si pengkritik dapat mengetahui isi jurnal dan mengkritik kelebihan dan
kekurangan dari jurnal tersebut. Setelah dapat mengkritik jurnal maka
diharapkan mahasiswa/i dapat membuat suatu jurnal karena sudah mengetahui
bagaimana kriteria jurnal yang baik dan benar untuk digunakan dan sudah
mengerti bagaimana cara menulis atau langkah-langkah apa saja yang
diperlukan dalam penulisan jurnal tersebut.

B. Rumusan Masalah
1. Apa saja identitas jurnal?
2. Bagaimana ringkasan isi jurnal?
3. Apa saja kelebihan jurnal?
4. Apa saja kekurangan jurnal?

C. Tujuan
1. Dapat mengetahui identitas jurnal.
2. Dapat mengetahui ringkasan isi jurnal
3. Dapat mengetahui kelebihan jurnal.
4. Dapat mengetahui kekurangan jurnal.

D. Manfaat
Manfaat melakukan critical journal review adalah memberi masukan
kepada penulis jurnal berupa kritik dan saran agar buku yang dikritik dapat
direvisi sesuai dengan konten ataupun konteks yang dikritik. Hal ini
dilakukan agar jurnal yang dikritik bisa menjadi lebih baik lagi.

1
 BAB II

PEMBAHASAN

A. Identitas Jurnal
Judul Jurnal : Something About Metacognition:
Self-Confidence Factor(s) In School-Aged Children
Nama Jurnal : Psychology Research Progress
Pengarang Jurnal : Sabina Kleitman, dkk.
Penerbit : Nova Science Publishers, Inc.
Kota Terbit : New York
Tahun Terbit : 2011
Volume :9
Nomor halaman : 103-115 halaman

B. Ringkasan Isi Jurnal

1. Introduction
Metacognition refers to the executive processes involved in
reflecting on one‘s own thinking: that is, ‘thinking about thinking‘
(Flavell, 1979) or ‘knowing about knowing‘ (Metcalfe & Shimamura,
1994). Most theories distinguish between two major components of
metacognition—knowledge about cognition and regulation of cognition—
the latter consisting of monitoring and control of cognition (Nelson &
Narens, 1994; Schraw & Dennison, 1994). Monitoring of cognition, the
focus of this chapter, is defined as the ability to watch, check and appraise
the quality of one‘s own cognitive work in the course of doing it (Schraw
& Moshman, 1995).
This chapter provides a broad literature review based on the studies
conducted by our Individual Differences laboratory and aims to answer
three novel questions: (1) Do primaryschool children display habitual
general levels of self-confidence within test and across different cognitive
domains? (2) Do these levels generalise across cognitive and physical

2
domains? and; (3) What are the relationships between a child‘s levels of
self-confidence with those of his/her parents?
a) SELF-CONFIDENCE AS AN ASPECT OF METACOGNITIVE
SELF MONITORING
This work relies on a definition that captures the main purpose of
self-monitoring—the ability to judge the quality of one‘s own performance
in the course of doing it. In such an instance, immediately after responding
to an item in a test, participants are instructed to give a confidence (or
―sureness‖) rating indicating how confident/sure he or she is that their
chosen answer is the correct one. The level of confidence is expressed in
terms of percentages and/or verbal statements. The starting point (the
lowest confidence) on a rating scale is defined in terms of the number of
alternative answers (k) given to a question (100/k). That is, in multiple-
choice questions with five alternative answers, 20% is a starting point
because 20% is the probability of answering the question correctly by
chance.
Allwood and colleagues (2006) piloted different types of
confidence scales with children aged 11 and 12 years. There were no
differences between these scales in calculated calibration indices or in
levels of confidence, suggesting equivalence in their ability to capture
confidence levels and the adequacy of this procedure with children of this
age group. Subsequently, Allwood and co-workers (Allwood, Innes-Ker,
Homgren, & Fredin, 2008) demonstrated that children as young as 8–9
years show comprehension of these scales. The studies overviewed in this
chapter use two such scales (pictorial and line)
The confidence rating procedure follows the cognitive act of
providing a response to a typical cognitive test item, rather than relying on
a general perception of one‘s own way of acting. Thus, it serves as a more
accurate measure of self-confidence than the self-report items such as ―I
feel self-assured‖ and ―I‘m self-confident‖ (Stankov, 1999; Kleitman,
2008). Interestingly, studies conducted on adults indicate limited or no

3
 relationships between confidence levels and personality factors which
include these types of self-report questions (e.g., Extroversion).
Confidence judgments have high internal consistency in adults
(reliability estimates are typically higher than .90) (e.g. Kleitman, 2008;
Stankov, 1999) and robust test–retest estimates (Jonsson & Allwood,
2003). There is overwhelming empirical evidence showing individual
differences in confidence ratings in adult populations (Kleitman, 2008;
Stankov, 1999). The correlations between accuracy and confidence scores
from the same test are significant (average between .40 and .50).
Nevertheless, correlations between confidence ratings from a broad battery
of cognitive tests (reflecting diverse cognitive abilities) have been
consistently high enough to define a strong broad Self-confidence factor
which reflects the habitual way in which adults assess the accuracy of their
cognitive decisions. That is, adults who are more confident on one task,
relative to their peers, also tend to be more confident across other tasks.

2. Our Empirical Findings

a) Self-Confidence Traits in Children
The studies conducted in our laboratory employed a variety of
cognitive and achievement tests with confidence ratings: Raven‘s
Progressive Matrices (RPM; Raven, Raven, & Court, 1998);
Mathematics, Vocabulary and Reading achievement tests (PAT,
Australian Council for Educational Research, 2001; 2005); and those
based on a school curriculum (see Kleitman & Moscrop, 2010).
Results in all studies clearly indicated that reliability estimates for
confidence ratings within each test were uniformly high, ranging
between .84 and .96, indicating a high level of consistency in
confidence assessments within the task.
When three cognitive tests with confidence ratings were utilised
(Raven‘s Progressive Matrices, Vocabulary and Mathematics; N =
197, age ranged from 9 years 1 month to 12 years 11 months), two
broad factors were apparent: (1) Cognitive Abilities, defined by the

4
accuracy scores from the RPM, Vocabulary, and Mathematics tests;
and (2) Self-confidence, exclusively defined by the high loadings of
the confidence scores from all three cognitive tests (see Figure 2).
In a subsequent Gibson and Kleitman study (2009) (N = 177; age
ranged from 10 years 1 month to 12 years 7 months), confidence
ratings were utilised in three standardised achievement tests
(Vocabulary, Reading and Mathematics). The study also utilised
separate markers of Gf and Gc which did not contain confidence
ratings. The results indicated a clear presence of two cognitive ability
factors—each defined by the accuracy scores on tests that are markers
of Crystallised Intelligence (Vocabulary, Reading and Gc tasks) and
Fluid abilities (Gf and Mathematics tests) (see Table 1). There was
also a separate broad Selfconfidence factor defined solely by
confidence ratings from three achievement tests (see Table 1). Not
surprisingly, the two ability factors have positive associations with
each other (.53). The Self-confidence factor, although it shared
medium size positive correlations with two ability factors (.42 with Gc
and .41 with Gf), separated clearly from them.
Thus, when measured across different cognitive items, cognitive
tests, and knowledge domains, a ‘cognitive‘ Self-confidence factor
emerges to reflect the stability of confidence judgments within a
cognitive domain. This occurs regardless of the diverse nature of test
selection (whether they are markers of Gf, Gc or aptitude tests).
Our most recent study (N=189; age ranged from 10 years 4 months
to 13 years) aimed to bridge this gap and employed different cognitive
tasks as well as a measure of confidence in the physical domain (Mak
& Kleitman, 2009). In this study, we employed the Stunt Movement
Confidence Inventory measure (SMCI; Griffin & Keogh, 1982).
According to these authors, evaluating movement confidence involves
examining perceived movement competence (evaluating personal
skills and situational demands) and perceived movement sensation
(evaluating expected and preferred movement sensation).

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 Previous research indicates that by the age of 11, children develop
adequate movement competence beliefs. Coote and Livesey (1999)
found that while 6-yr-old children demonstrated ‗optimism bias‘ with
regards to their ability to perform various motor tasks, 11-year-olds‘
estimates of performance matched their ability. Jacobs, Lanza,
Osgood, Eccles and Wigfield (2002) also reported a decline in
children‘s sports competence beliefs over this period but also found
further declines into adolescence.\
The results indicated that the Cronbach‘s alpha reliability estimate
for Movement Confidence Perceived was .70, while the reliability
coefficient for the Experience with Tasks was low (alpha = .68) and
ranged between .80–.86 for the other three SMCI scores. The results of
the Exploratory Factor Analyses were unambiguous—there was a clear
separation in children‘s assessment of confidence across physical and
cognitive domains (see Table 2).
That is, perceived movement confidence loaded together with the
assessments of movement competence, experience with the tasks,
movement enjoyment and harm (with a negative loading), defining a
'physical’ confidence/competence factor (Factor 1). Confidence ratings
from cognitive tests defined a separate general 'cognitive’ Self-
confidence factor (Factor 2). Consistent with the previous studies,
accuracy scores from the cognitive tests defined two ability factors—
Gc (Factor 3, defined by accuracy scores of the Vocabulary, Reading
and Mill-Hill Vocabulary tests and Gf (Factor 4, defined by the
accuracy scores of the Raven‘s Progressive Matrices and Mathematics
tests).
Both confidence factors were predicted by the relevant self-concept
measures and out-ofschool activities: while the 'cognitive‘ Self-
confidence factor was predicted by academic/metacognitive self-
concepts, the 'physical‘ Self-confidence/competence factor was
predicted by physical self-concept. These findings suggest that
confidence ratings from each domain have meaningful relationships

6
 with beliefs that are relevant for each domain. Thus, it demonstrates
the veracity of a cognitive and physical split of confidence/competence
assessment, likely to be based on the domain of test-taking activities
rather than a method of assessment (verifiable performance for the
cognitive domain and self-reports for the physical domain).
b) Relationship Between Parents’ And Children’s Metacognitive
Perceptions, Self-Confidence And Accuracy
We also examined parental perceptions of their child‘s
metacognition and parental confidence ratings (189 children, 57
mothers and 23 fathers). This study is the first to attempt to link child
and parental levels of self-confidence (Lau & Kleitman, 2009). Parents
were asked to complete the Esoteric Analogies Test (EA; Stankov,
1997) which included confidence ratings. In this cognitive test, each
item contains a pair of words in a particular relationship, and a third
word with its pair word missing. Parents were required to identify a
logical relationship between the third word and one of four multiple
choice words to complete the second pair. For example, ―CHICK is
to HEN as CALF is to: 1. BULL, 2. COW, 3. COAT, 4. ELEPHANT‖
(answer = COW). Parents and children also completed the
Metacognition Rating Scale adapted from the Teacher Rating Scale
(Sperling, Howard, Miller & Murphy, 2002). This scale, originally
designed to measure teachers‘ perceptions of their students‘ level of
metacognition, was modified in three ways: (1) to provide a more
userfriendly layout; (2) to gauge parents‘ (instead of teachers‘)
awareness of their child‘s metacognition, and; (3) to capture the child‘s
own perception of his/her metacognition. Five items asked what the
parent thinks of the child‘s attention, study planning/learning strategies
and performance monitoring accuracy using a five-point Likert scale,
ranging from 1=Never, to 5=Always. Table 3 summarises the Pearson
zero-order correlations between: (1) parental confidence levels, and;
(2) parental perceptions of child‘s metacognition (for both mother and
father separately) with the relevant child‘s variables.

7
 The most salient correlations between parents‘ and children‘s
metacognitive perceptions, self-confidence and accuracy will be
reviewed here. Child‘s rating of their own metacognition correlated
positively with their levels of confidence and their accuracy of
performance on standardised achievement tests (r = .43. p < .05, n =
189; r = .26. p < .05, n = 181). This suggests that one‘s own perception
of competency of metacognitive skills predicted higher levels of
child‘s performance and relevant confidence levels, and that the
strength of these relationships was somewhat stronger for confidence
than for accuracy scores. There were also positive correlations between
children‘s rating of their own metacognitive abilities and mothers‘ and
fathers‘ perception of their child‘s metacognitive abilities (r = .27, p < .
05, n = 57; and r = .23, p > .05, n = 23 respectively). While the sizes of
these correlation coefficients were similar, the coefficient for fathers
did not reach statistical significance. However, this might be due to a
limited sample size of fathers who volunteered to take part in this
study (23 fathers compared to 57 mothers). Confidence scores for
mothers and fathers shared significant positive correlations (r = .52, p
< .05, n =15). The correlation between the accuracy scores was also
positive, although it did not reach statistical significance (r = .24, p > .
05, n = 15). Children‘s accuracy scores were meaningfully but not
significantly correlated with parents‘ accuracy scores (r = .23, p > .05,
n = 57 and r = .34, n = 23, p > .05). The most intriguing finding,
however, was a pattern of correlations between child‘s and parents‘
confidence levels: a child‘s confidence correlated highly and positively
with father‘s, but not mother‘s levels of confidence (r = .42, p < .05, n
= 23 and r = .03, |p > .05, n = 59 respectively).

3. Discussion
Metacognition is one of the three fundamentals of self-regulated
learning, along with cognition and motivation (Schraw et al., 2006).
Efficient test-taking behaviour and test-taking outcomes signify academic

8
success. Moreover, the metacognitive confidence judgments which
students assign to their on-going performance are at the core of this test-
taking behaviour. The studies overviewed in this chapter were the first to
examine the existence of the Self-confidence trait in primary school
children. We identified the existence of a habitual response pattern of
confidence levels, or a trait, which is stable across different cognitive tasks
and across movement competence reports, but not across both domains.
We were also the first to attempt relating a child‘s self-confidence with the
confidence levels of parents. Taken together, our results allow us to draw
conclusions as to whether confidence judgments are task or domain-
specific in middle childhood. The results support the domain-specific
stability of the cognitive Self-confidence factor, and its independence from
the physical confidence/competence factor. Thus, within a relative domain,
self-confidence exists as a stable and identifiable metacognitive factor in
children as young as 9-13 years of age, just as it does in adults. Within
each domain, but especially cognitive, confidence scores exhibited high
reliability coefficients, suggesting their stability within tasks and across
the tasks within the same domain. These novel findings signify that self-
confidence is a stable and domainspecific component of a child‘s thinking
repertoire in primary school. Thus, these three studies provide a
foundation for describing developmental theories of the self-confidence
trait.
Our most recent study was also the first to examine the
relationships between parental evaluation of their child‘s metacognitive
abilities and parental levels of self-confidence, and those constructs of
their child. Although the sample sizes are small, an interesting pattern
emerged. Parental perception of their child‘s metacognitive abilities had a
similar strength of positive relationship with the child‘s cognitive and
metacognitive performance (positive, similar low size correlations, albeit
statistically significant for mothers but not for fathers—a likely result of a
smaller sample size of fathers). However, there seems to be an intriguing
difference in the strength of the relationships between maternal and

9
paternal levels of confidence and those of a child: moderately strong for
fathers and non-existent for mothers. Although further replications with
larger sample sizes are required, this study is the first to examine such
relationships and this finding is not trivial as it suggests possible different
learning roots of self-confidence within a family. Given the obvious
limitations of this study, no conclusions could be offered, but this study
provides a new direction for future studies into the origins of confidence
levels.
The results overviewed in this chapter may also assist with
improved metacognitive development. For example, knowledge that a
child as young as nine is already habitually assessing their own thinking is
a crucial and powerful tool, one which can undoubtedly assist parents,
teachers, school counsellors and child psychologists to foster self-
regulated learning (see Schraw et al., 2006 for a review). Investment in the
development of students‘ metacognitive skills could assist in improving
performance in academic areas. Moreover, to foster accuracy of
performance, many teachers repeatedly tell children to ‗check their work‘.
The use of a confidence rating technique (as part of regular in-class
practices), could make these teaching practices more efficient. Teachers
can also use self-monitoring measures as informal assessment to determine
students‘ level of understanding in specific Key Learning Areas—for
example, Literacy and Numeracy. In addition, teachers and school
counsellors often meet with parents to provide them with strategies they
can use to assist their children who struggle with learning. In such
meetings, parents‘ understanding of their children‘s metacognitive skills
should be promoted to empower parents‘ involvement in their children‘s
cognitive and physical development.
Furthermore, academic performance is only one part of a child‘s
development. With a significant rise in obesity problems, children would
undoubtedly benefit from the process of healthy self-reflection within the
physical domain, which seems to clearly separate from the cognitive
domain. Findings such as those by Wigfield, Eccles, Yoon, Harold,

10
 Arbreton, and Blumenfeld (1997) and Jacobs et al. (2002) indicate that
changes in self-perceptions of competence are related to changes in value
for an activity over time and that this is likely to affect participation in the
activity. This is a particular problem that has been noted in children with
movement difficulties (Henderson, 1993; Piek, Baynam & Barrett, 2006).
Children with movement difficulties avoid situations in which these are
displayed, hence missing opportunities to practice and develop such skills,
thus exacerbating the problem.

4. Conclusion
The exploratory nature of our studies limits the scope of
conclusions drawn. A longitudinal research design with larger sample
sizes and with a greater control for background factors and common
causes (e.g., pre-school levels of cognitive and metacognitive
development, previous achievement) could greatly assist in determining
developmental trajectories of the Self-confidence traits. It could also
suggest the age at which they become both habitual within a domain and
also domain-specific. Within such studies, parental metacognitive
variables should also be assessed to determine possible links between
parental levels of confidence and those of their child. Future research
would also benefit from a larger selection of variables to mark each
construct. Finally, future studies should utilise the same method of
assessment of confidence in cognitive and physical domains, the method
which allows for the immediate verification of the veracity of confidence
ratings.

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 BAB III

KELEBIHAN DAN KEKURANGAN JURNAL

A. Kelebihan Jurnal
Kelebihan jurnal yang berjudul Something About Metacognition: Self-
Confidence Factor(s) In School-Aged Children oleh Sabina Kleitman, dkk.,
ialah dari segi penulisan jurnal sangat rapi dan jenis huruf yang digunakan
sama dari awal hingga akhir sehingga mudah untuk dibaca dan dipahami.
Penulisan judul sudah benar, dicetak dengan huruf besar/kapital, dicetak tebal
(bold). Penulisan nama penulis juga sudah benar, nama penulis ditulis di
bawah judul tanpa gelar, tidak boleh disingkat, diawali dengan huruf kapital,
tanpa diawali dengan kata "oleh", urutan penulis adalah penulis pertama
diikuti oleh penulis kedua, ketiga dan seterusnya.
Tata cara penulisan dan isi abstrak sudah baik karena penulis dapat
memberikan gambaran menyeluruh mengenai kegiatan penelitian tentang
Metakognisi: Faktor-Faktor Percaya Diri pada Anak-Anak Usia Sekolah, serta
menjelaskan latar belakang jumal penelitian yang dibuat secara ringkas, tepat
dan jelas. Di dalam jurnal juga dilengkapi tabel hasil penelitian dan gambar
sehingga lebih memudahkan pembaca dalam memahami hasil penelitian
tersebut.
Peneliti dalam jurnal ini juga melakukan penelitian pertama kali yaitu
menguji hubungan antara evaluasi orang tua terhadap kemampuan
metakognitif anak mereka dan tingkat kepercayaan diri konstruk-konstruk
anak mereka. Referensi yang digunakan peneliti juga sangat baik. Ditambah
lagi peneliti dalam membuat item pada instrumen penelitiannya mengacu pada
teori di jurnal dan buku. Seluruh kutipan pustaka sudah sesuai dengan daftar
pustaka.

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B. Kekurangan Jurnal
Kekurangan yang terdapat dalam jurnal ini ialah tidak maksimalnya
peneliti melakukan studi terbaru mereka yang menguji hubungan antara
evaluasi orang tua terhadap kemampuan metakognitif anak mereka dan tingkat
kepercayaan diri konstruk-konstruk anak mereka. Karena peneliti
menggunakan pengujian pada 57 sampel ibu dan hanya 23 sampel ayah, jadi
ukuran sampel ayah yang terbatas mengakibatkan hasil pengujian tidak
maksimal.

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 BAB IV

PENUTUP

A. Kesimpulan
Dari pembahasan kelemahan dan kelebihan yang telah dijelaskan atau
dipaparkan diatas, jurnal ini memiliki kelemahan dan kelebihan dari segi
penulisan, tata bahasa dan hasil dari penelitian. Tetapi dapat di simpulkan
bahwa jurnal tersebut sudah baik dan dapat di jadikan sebagai referensi untuk
pembaca dalam penelitian-penelitia selanjutnya.

B. Saran
Sebaiknya peneliti dalam melakukan penelitian harus mencari sampel
yang seimbang antara sampel ayah dan ibu dalam penelitiannya. Sehingga
hasilnya dapat maksimal dan hasil penelitiannya juga dapat akurat.

14
 DAFTAR PUSTAKA

Kleitman, Sabina, dkk. 2011. Something About Metacognition: Self-

Confidence Factor(s) In School-Aged Children. Psychology Research
Progress. 9: 103-115.

15