摘要：Smith and Strick (1999) categorize children with disability learning with short attention span, difficulty following directions, social immaturity, difficult with conversation, inflexibility, poor planning and organizational skills, absentmindedness, clumsiness, lack of impulse control. The main problems in children with disability learning are caused by difficulty in cognitive function, affective problem, and behavior adaptation. But these main problems are difficult to be traced since children with disability learning found in already complicated condition. The appearances of complexities happen because of latent variable which difficult to be revealed especially children with cognitive distortion (Melani, 2006). In order to reveal these three problems separately, I design parameters refers to assumption that cognitive function is the control of three function that have problem (Riegler & Riegler, 2004).These parameters are developed from Bloom Taxonomy (Krathwol, 2001) which used in study evaluation. I did some development and modification to create parameter in order to observe human cognitive development stages that used as guidance to intervene. Base on test conducted to 150 child disability learning (mix method), this intervention has proved as successful as intervention to recovery learning disability problem. Metacognitive Intervention can increase self awareness as self control for children to themselves and their environment which affected to cognitive function (Barrow,1990; Matlin, 2000; Freeman, 2005). The training to this condition is important as effort to recovary child psychology condition and also to train cognitive function.This Metacognitive method is so easy to implemented, because the method is close with learning method they receive at school. The intervention is devided into 3 stages, first is therapy by using dialoque, suggestion, and methapore. Second, by train cognitive function and third by train think strategy to achieve optimal information processing (William pierce, 2003). The aim of the train is to create child with good cognitive process. Research for 8 month intensive train prove that the child school score have increase significantly.Melani's cognitive process for children1.Concentration: target increase self monitoring by maintain concentration with control emotional and cognitive process, as motorist coordination, motivation, attitude, focus attention, maintain concentrate, technical reading, speed reading.2.Memory: capability to maintain vocabulary in memory as recognize and recalling.3.Comprehension: communication and interaction as interpretation, explaining, exemplifying.4.Control behaviour: increasing self awareness and self regulation to control emotional and behavior by executing and implementation.5.Analyze: ability to increase capability basic cognitive by differentiate, description detail and organizing.6.Synthesis: ability to increase capability basic cognitive by syllogism, hypothesis and summary.7.Evaluate: ability to give value in problem solving by check and critical.8.Creativity thinking: flexibility thinking to overcome problem and adaptation in real situation such as alternative, generating and producing.
关键词：concentrate;memory;comprehension;control behavior;analyza;shintesa;evaluate and creativity thinking;self monitoring;self awareness;self regulation;flexibility thinking
