Can Reflective Thinking Develop Students’ Metacognition in the Microeconomics Course?
DOI:
https://doi.org/10.33423/jhetp.v24i3.6929Keywords:
higher education, metacognitive development, microeconomics, economics understanding, learning planAbstract
Economics learning prepares students to deal with various decision-making processes and there is a need on independent learning. This study aims at investigating a reflective thinking approach to teaching microeconomics to enhance students’ metacognitive abilities. The study involved a quantitative research approach using a self-administered survey to collect data from participants. The findings indicate that reflective thinking method can be used to identify students’ learning challenges and to find solutions to cope their problems. In particular, the majority of students found difficulties in some chapters, such as profit calculation and pricing in imperfectly competitive markets, as well as game theory and competitive strategy. In addition, students can propose solutions by involving additional resources, e.g., textbooks and YouTube videos.
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