Effect of metaconceptual processes on 7th-grade students’ understanding of the concepts of republic, democracy, and the state of law

Abstract This study explores how teaching activities that integrate metaconceptual processes impact 7th-grade students’ understanding of the republic, democracy, and the state of law. Using a case study approach, the research evaluates students’ current knowledge and the effects of metaconceptual teaching. The participants included four students (two girls and two boys) from a diverse public school. The selection was based on various assessments, including the Law-related Conceptual Understanding Test (LRCUT) and the Metacognitive Awareness Inventory (MAI), as well as in-class observations and interviews. The teaching methods included poster creation, concept mapping, concept cards, concept cartoons, and group and class discussions, with a focus on metacognitive processes such as awareness, monitoring, and evaluation. Findings indicate that metaconceptual processes enhance students’ understanding, correct alternative conceptions, and make teaching more effective. This study offers insights into the application of metaconceptual teaching for complex concepts, demonstrating that active student participation improves comprehension and relevance to daily life. These results may help shape educational programs and teaching strategies.