Learning Strategy Equalizing Students’ Achievement, Metacognitive, and Critical Thinking Skills

Abstract

Biological development difference related to gender causes significance differences including academic achievement, metacognitive, and critical thinking skills. Therefore, the learning process should be designed based on the students' learning style to equalize the students' achievement and other skills between the two genders. The purpose of this study is to find out the appropriate learning strategy that can enhance and equalize the male and female students' achievement, metacognitive, and critical thinking skills. The study had been carried out in QuasiExperiment of Pretest -Posttest Nonequivalent Control Group design. Population of the study was second grade of Banjarmasin senior high school students Indonesia majoring in science. The results of the study showed that the students' learning achievement, metacognitive, and critical thinking skills are similar or almost similar between the two genders, when the PQ4R strategy combined with the concept mapping strategy was applied.

Improving Junior High Schools’ Critical Thinking Skills Based on Test Three Different Models of Learning

“…In line with this, Ramdiah and Corebima (2014) state that biological growth that represents gender causes significant differences between learning achievement and the critical thinking skills.…”

“…That factor is gender. The differences on biological growth especially in term of gender causes significance between critical thinking skills of students (Ramdiah & Corebima, 2014). In other research result, it has been reported that the difference on gender influences the score of students' critical thinking significantly (Ricket & Rudd, 2004;Thompson, et al, 2002;Azizmalayer, et al, 2012).…”

PQ4R Strategy (Preview, Question, Read, Reflection, Recite, Review) for Mathematical Communication Ability

“…In conventional classes students get knowledge about facts, concepts and procedures such as rules and formulas from the teacher and source books. Whereas in the PQ4R class that happens is the opposite, PQ4R learning according to Setiawan, Ramdiah, and Kleden includes Preview activities where students read briefly to find the main ideas/learning objectives to be achieved, activities the question is that students pay attention to the teacher's explanation and answer the questions he has made, the Read activity is that students read actively while giving responses to what they have read and answer the questions they make, the Reflect activity that is students try to solve problems from information provided with known knowledge through reading material, the Recite activity is that students ask and answer questions and make essence, and the Review activity is that students read the essence that they have made and re-read the reading material [16,23,24]. In the research on the question stage at the beginning of learning students are faced with problems on the worksheet which serves to provide stimulus and trigger students to think and ask, then in the reflection and recite stages students construct ideas from the given teaching material.…”

The Difference between Students Critical Thinking Skill Using Problem Based Learning and Think Pairs Share on Coordination System Material

“…The quality of human resources took an important part to be improved and developed in which the parameter is the academic result of the students [2]. In the same line with [2], Ref.…”

“…In the same line with [2], Ref. [3] mentioned that the teaching and learning process is essentially the teaching of chained thinking which focuses on particular mental skill, for example critical thinking.…”