Metacognitive skill profile of biology education students at institute of teachers’ education in South Sulawesi, Indonesia

Adiansyah, Romi; Amin, Astuti Muh.; Yani, Ahmad

doi:10.22219/jpbi.v8i2.20732

Cited by 5 publications

(6 citation statements)

References 18 publications

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“…Other research conducted by Kristiani et al [53] reported that metacognitive skills and scientific attitudes significantly contribute to students' academic achievement. Furthermore, Adiansyah et al [54] also stated that metacognitive skills and motivation significantly contribute to students' retention in biology learning.…”

Section: Discussionmentioning

confidence: 99%

Contribution of critical thinking, science process skills towards learning outcomes based on gender

Supratman,

Zubaidah,

Tarigan

et al. 2023

IJERE

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<span lang="EN-US">The purpose of this study is to ascertain importance of scientific reasoning and process abilities to students’ learning outcomes based on gender differences. This type of research uses the kind of correlation research. This research was carried out for one semester a sample of 104 students studying biology in senior high schools in Sumbawa, Indonesia, with a total of 55 female and 49 male students. In this study, multiple-choice examinations were used to assess the students’ science process skills as well as their critical thinking abilities and learning outcomes. The findings the results of the multiple regression analysis demonstrate that the scientific method and critical thinking abilities are strongly correlated effectively children learn, depending on the gender difference. The importance of critical thinking abilities’ positive effects on learning outcomes of the female students was 81.60% and towards the learning results of the male students was 59.1. The usefulness of the science process skill in terms of practical contribution variable towards the learning results of the female students was 4.5%, and the male students were 20.6%. This means that the average simultaneous is classified as high. However, science process skills’ contribution to learning results is relatively low. The research finding shows that the science process skills have a low effective contribution towards students’ learning results based on gender differences, needs to be a serious concern. That is, implementing the appropriate learning models to enhance the development of science process abilities.</span>

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Section: Discussionmentioning

confidence: 99%

Contribution of critical thinking, science process skills towards learning outcomes based on gender

Supratman,

Zubaidah,

Tarigan

et al. 2023

IJERE

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“…Hal ini yang mendasari dalam perencanaan penggunaan strategi pembelajaran terbaru agar siswa SMK jurusan kesehatan di SMK muhammadiyah 3 wates dapat meningkat pengetahuan metakognitifnya. Upaya peningkatan keterampilan metakognitif tersebut dapat dilakukan melalui pelatihan keterampilan metakognitif dan penerapan strategi dan model pembelajaran yang kreatif, inovatif dan kolaboratif pembelajaran kolaboratif (Adiansyah et al 2022;Kuhn, 2020;Kuhn et al 2015)…”

Section: Pembahasanunclassified

Profil Kemampuan Metakognitif Siswa Jurusan Kesehatan pada Mata Pelajaran IPAS (Biologi) di SMK Muhammadiyah 3 Wates

Heny,

Aviventi

2023

Al-Jahiz

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Pengetahuan metakognitif merupakan dimensi baru dalam taksonomi revisi yang harus dimiliki siswa khususnya siswa SMK dalam menghadapi kecakapan abad 21. Penelitian ini bertujuan untuk mengetahui bagaimana profil metakognitif siswa SMK jurusan kesehatan khususnya pada mata pelajaran IPAS (biologi). Penelitian ini menggunakan deskriptif kuantitatif dengan metode survei dengan sampel siswa kelas X yang menempuh mata pelajaran IPAS Biologi sejumlah siswa 26 siswa. Hasil penelitian menunjukkan bahwa metakognitif siswa SMK jurusan kesehatan khususnya pada mata pelajaran IPAS (biologi) seluruh aspek dalam kategori sedang yang terbagi pada 2 aspek yaitu knowledge of cognition dengan skor rata-rata 71.2 dan Regulation of cognition dengan skor 72.1.

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“…Therefore, both PBL and RQA models are considered appropriate to be applied in learning strategies with a constructivist approach. These two models are not only based on the skill of memorizing concepts or facts but the process of interaction between students and their learning environment [43]. PBLRQA can be used in developing students' future life skills.…”

Section: Introductionmentioning

confidence: 99%

PBLRQA model to the development of metacognitive awareness in pre-service teachers

Leasa,

Rengkuan,

Batlolona

2024

EduLearn

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Metacognition is one of the key learning skills in the 21st century, with a strong potential to help students succeed in science learning. Until now, this metacognitive awareness is less empowered by lecturers in learning. This study aimed to analyze the problem-based learning (PBL) reading-questioning-answering (PBLRQA) model's effect on metacognitive awareness in pre-service teachers. This research is a quasi-experiment with a pretest-posttest nonequivalent control group design. Determination of the research sample class was carried out by random sampling. Each learning model was represented by PBLRQA and PBL class. The number of classes used was 2, totaling 57 students. The instrument used was the metacognitive awareness inventory (MAI). This inventory comprised 52 statement items divided into planning, monitoring, evaluating, and revising skills. An important finding in this research is that students' metacognitive awareness in learning with PBL and PBLRQA is not significantly different. Thus, the PBLRQA and PBL models can still be used in students' science learning to encourage metacognitive awareness, so that academic success can be achieved.

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Metacognitive skill profile of biology education students at institute of teachers’ education in South Sulawesi, Indonesia

Cited by 5 publications

References 18 publications

Contribution of critical thinking, science process skills towards learning outcomes based on gender

Contribution of critical thinking, science process skills towards learning outcomes based on gender

Profil Kemampuan Metakognitif Siswa Jurusan Kesehatan pada Mata Pelajaran IPAS (Biologi) di SMK Muhammadiyah 3 Wates

PBLRQA model to the development of metacognitive awareness in pre-service teachers

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