Identification of preservice biology teachers’ metacognitive awareness and metacognitive skills

Amin, Astuti Muh.; Adiansyah, Romi

doi:10.1088/1742-6596/1511/1/012029

Cited by 8 publications

(6 citation statements)

References 10 publications

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“…Thus far, students have become accustomed to the lecturing method and learning instructions delivered primarily by the lecturer, which has an effect on students' learning autonomy. The lack of variety in the use of supportive learning models results in a lack of self-confidence and self-confidence of students in class (Amin, 2022;Amin & Adiansyah, 2020). Meanwhile, in traditional learning, students are more passive and less motivated to learn because the lecturer directly imparts information.…”

Section: Finding and Discussionmentioning

confidence: 99%

Conceptual knowledge and argumentation skills of biology students in animal physiology courses

Amin

Adiansyah²,

Hujjatusnaini

2022

J. Edubiotik

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Argumentation facilitates students’ cognitive activities as they construct scientific knowledge. Studies related to the relationship between conceptual knowledge and argumentation skills in biology learning, especially in animal physiology courses, are still rarely carried out. The primary aim of this study was to determine the correlation between students’ mastery of biology concepts and argumentation skills. A correlational research design was employed. The research sample consisted of 106 fourth semester Biology Education students. The students’ mastery of biology concepts and argumentation skills were evaluated using valid and reliable instruments. Conceptual knowledge measured in this study refers to students’ ability to explain their responses to essay tests on cognitive concepts. Besides, this study also assessed students’ ability to participate in scientific debates and compose written arguments based on the Toulmin's Argumentation Pattern (TAP) framework. This study indicates an association between students’ grasp of biology concepts and their argumentation skills in the ADI class. The regression equation derived from the data analysis is y = 0.608x + 39.05 with a reliability value of 0.179. Meanwhile, there is no strong correlation between conceptual knowledge and argumentation skills in RQA, ADI-Integrated RQA, or traditional classes. This can be influenced by a variety of factors, including students’ inability to adapt and adjust rapidly to the steps introduced into the learning models. Improving argumentation quality can be accomplished through the use of active and innovative learning models or strategies.

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Section: Finding and Discussionmentioning

confidence: 99%

Conceptual knowledge and argumentation skills of biology students in animal physiology courses

Amin

Adiansyah²,

Hujjatusnaini

2022

J. Edubiotik

Self Cite

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“…Aspek berpikir tingkat tinggi menjadi hal penting dalam menyiapkan peserta didik menjadi pebelajar yang mampu memecahkan masalah (Amin & Adiansyah, 2020;Retnawati et al, 2018).…”

Section: Hasilunclassified

Efek Pembelajaran Online terhadap High Order Thinking Skills pada Siswa Biologi pada Masa Pandemic Covid-19

Amin

Karmila

Muna³

et al. 2022

Bioedusiana

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Along with the development of the 21st century, students are required to have high order thinking skills (HOTs). Online teaching and learning has become a necessity for education around the world during the COVID-19 pandemic. The sudden change in the learning process during the Covid-19 pandemic had a very significant impact on various aspects of learning, including HOTs. The purpose of this study was to determine the effect of online learning on high order thinking skills in biology students in the city of Ternate. This research is a quantitative descriptive research. Describe the effect of online learning on high order thinking skills. The population in this study were biology students at a public high school in the city of Ternate, North Maluku, Indonesia. The sampling technique was done by purposive sampling. The research sample was biology students at SMA Negeri 4 Ternate and SMA Negeri 8 Ternate, North Maluku with a total of 56 students. The research was conducted in the odd semester of the 2021/2022 academic year. The instrument used in this research is an instrument to measure high order thinking skills. The results of this study indicate that the average total high order thinking skills of biology students for analyzing level is 50.44; level evaluate 45.38; levels creating 41.16. This indicates that more efforts are still needed so that students can have adequate HOTs abilities.

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“…The rubric included eight measures (0-7), which were used to evaluate students' responses to each test item. According to Green [49], the levels of metacognitive skills are as: "super (85-100), ok (68-84), development (51)(52)(53)(54)(55)(56)(57)(58)(59)(60)(61)(62)(63)(64)(65)(66)(67), cannot really (34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50), risk (17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)…”

Section: Data Collectionmentioning

confidence: 99%

“…The studies found a substantial relationship between students' metacognitive skills and retention [1], [32]- [34]. Additionally, it was discovered that students' metacognitive skills correlated positively with the improvement of their learning outcomes [35]. Research results related to metacognitive skills and scientific attitudes in Indonesia's learning process are still relatively low.…”

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confidence: 99%

The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

Adiansyah

Corebima

Zubaidah

et al. 2021

IJERE

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<span>This was quantitative correlational research, which investigated the correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia. The research sample was biology education students in the second semester, with 104 students consisting of 47 males and 57 females. The instruments employed in this study were those for assessing metacognitive skills, scientific attitudes, and retention. Metacognitive skills and retention were measured using essay tests, while scientific attitudes were measured using observation sheets. The results indicated that the value of the simultaneous contribution of metacognitive skills and scientific attitudes towards to the retention of female students was higher than that of male students. The effective contributions of metacognitive skills and scientific attitude towards male students' retention were 3.33% and 24.67%. Metacognitive skills and scientific attitudes both contribute 14.5% and 17.2%, respectively, to female students’ retention.</span>

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Identification of preservice biology teachers’ metacognitive awareness and metacognitive skills

Cited by 8 publications

References 10 publications

Conceptual knowledge and argumentation skills of biology students in animal physiology courses

Conceptual knowledge and argumentation skills of biology students in animal physiology courses

Efek Pembelajaran Online terhadap High Order Thinking Skills pada Siswa Biologi pada Masa Pandemic Covid-19

The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

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