Participant education process enables learners to increase awareness of what they have learned. Student learning outcomes can be said to be qualified if the students are able to consciously control the cognitive processes and sustainable impact on improving metacognitive skills. Government always update the curriculum in order to improve the quality of education and upbringing in Indonesia participants also include in it is to improve the ability of learners. Repair-ability learners performed by increasing the quantity and quality of teachers and teaching materials preparation, but discipline problems that empowers participants metacognitive ability has not been revealed.
Winarno, Susilo, and Soebagio in (www.ilmupendidikan.net) said that the process of participant education and quality education associated with the ability to think. Participants upbringing has not membelajarkan learners have the ability to think to realize what they have learned (metacognition), empowers students to think creatively and enthusiastic and motivated to learn through active involvement of learning objects studied, both to solve real problems in their life, and stimulate learners to be responsive to the problems that exist in the surrounding environment
Based on the above it is important to improve the learners' metacognition. So the discussion of metacognition is considered essential in order to be used as a reference in order to improve the learners' metacognition.
Understanding Metacognition
Many experts argued about the definition of metacognition, which are according to the Dimyati Mahmud Flavell (2009) metacognition is knowledge of one of the processes and products of own cognitive or anything related to him, for example, the data that has to do with learning. Another opinion is by Matlin in (http://id.shvoong.com) metacognition is knowledge, awareness and control of one's cognition and metacognition process is also very important because knowledge of the process of cognition can help one in selecting strategies - problem-solving strategies.
Understanding metacognition proposed by experts in the very diverse, but the essence is giving emphasis on awareness of one's thinking about their own thinking processes. While the definition of a person's consciousness is awareness of one's thinking about what is known and what will be done (http://blog.tp.ac.id/). Metacognition has the function, as proposed by the Laurens (http://id.shvoong.com) function of cognition is to solve the problem while the function of metacognition is to direct one's thinking in solving a problem.
Components of Metacognition
According Dimyati Mahmud (2009) metacognition has two components, namely:
Awareness of the skills, strategies and resources needed to perform these tasks effectively, in other words, knowing what to do. Included in this component are: identifying the main idea, repeating information, forming associations and mental images, organize or arrange materials that are easier to remember, to apply techniques take the exam, make an outline and notes.
The ability to use self-regulation mechanism (self-regulatory mechanism) to ensure the successful completion of the task, in other words, knowing when and how to do something. Included in this component are: checking whether we understand, predict outcomes, evaluate the effectiveness of the implementation of the task, the next step plan, test strategy, determine how to divide their time and activities, and revised or replaced by other strategies to overcome the difficulties encountered.
Improve Metacognition Ability of Students
Develop learners' metacognition means building a foundation for active learning. Teacher as a designer of learning activities and participant education, have a responsibility and a lot of opportunities to develop learners' metacognition. Strategies do teachers or lecturers in developing metacognitive learners melalalui education learning activities and participants are as follows:
Assist learners in developing learning strategies (Taccasu Project in Kuntjojo, 2009):
1. Encourage learners to monitor the process of learning and thinking.
2. Guiding students in developing learning strategies effectively.
3. Asks students to make predictions about the information that will emerge or presented next based on what they have read or pelejari.
4. Guiding students to develop the habit of asking.
5. Demonstrate to students how to transfer technical knowledge, attitudes, values, skills from one situation to another.
Guiding students in developing good habits through:
1. Development of self-managing habits
2. Develop the habit of positive thinking
3. Develop the habit of thinking in hierarchical
4. Develop the habit of asking
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