The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments. Key words: biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning, problem-based learning-reading questioning and answering.
Penelitian ini bertujuan untuk mengetahui perbandingan keterampilan pemecahan masalah biologi pada peserta didik yang dibelajarkan menggunakan model pembelajaran berbasis masalah dengan model pembelajaran langsung pada mata pelajaran biologi konsep pertumbuhan dan perkembangan tumbuhan. Penelitian ini menggunakan rancangan kuasi eksperimen non-equivalent control group design. Sampel penelitian ini adalah siswa SMAN 12 Luwu kelas XII IPA yang dipilih secara random sampling. Data dianalisis dengan uji ancova. Hasil analisis data menunjukkan nilai p ≤ α 0,05 (p=0,010) yang menunjukkan bahwa terdapat perbedaan keterampilan pemecahan masalah biologi antara peserta didik yang dibelajarkan dengan model PBL dan model Direct Instruction. Hasil keterampilan pemecahan masalah biologi peserta didik yang dibelajarkan dengan model PBL lebih tinggi dibandingkan dengan yang dibelajarkan menggunakan model Direct Instruction. Penggunaan model pembelajaran berbasis masalah dalam proses pembelajaran perlu disesuaikan dengan materi yang akan diajarkan sehingga pembelajaran lebih efektif.
One of the characteristics of 21st century learning is the need to empower higher order thinking skills, especially in science learning. This research is a survey research that aims to determine how the learning process in the field and the desire of students to learn science in empowering higher order thinking skills. Respondents in this study were 102 students of the Faculty of Mathematics and Natural Sciences, The State University of Makassar for the academic year 2019/2020. The instrument used in the instrument sheet was a questionnaire to measure student needs and a deep interview sheet. The results showed that students considered the learning process still negative in its application process. In addition, students also need an innovative learning process that can activate students in the learning process, train critical and creative thinking skills facilitate students to always learn collaboratively, and be able to apply their knowledge in everyday life. Therefore, a solution is needed, namely the development of appropriate learning models in science learning in empowering higher order thinking skills during the learning process.
The learning strategy used in the lecture process is currently oriented towards mastering the concept, and has not attempted to empower students’ metacognitive skills. This research was a quasi-experimental study that aims to find out the influence of PBLRQA strategy on the metacognitive skills of students with different academic achievement in the study of animal physiology. This study used a pretest-posttest non-equivalent control group design. The sample of this study was the third year biology students as many as 115 people distributed in 4 groups. The experimental group was taught by using PBLRQA strategy and the control group was taught by traditional learning, each represented by two classes. Student cognitive retention is measured by essay questions. The research data were analyzed using descriptive and inferential statistics with two-ways covariate analysis (ANCOVA). The results showed that the score of metacognitive skills of students taught by PBLRQA increased by 55.23% from pretest to posttest, while those taught by traditional learning increased by 44.91%. The results of hypothesis testing showed that learning strategies, academic achievements, and interaction of both affect student metacognitive skills. The PBLRQA-upper academic achievement strategy’s metacognitive skills differ significantly by 18.65% from the PBLRQA-lower academic achievement, while conventional-upper academic achievement learning strategies differ significantly by 10.02% from the conventional-lower academic achievement. Based on the results of the study, it was concluded that PBLRQA strategy could empower students’ metacognitive skills with different academic achievement.
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