Promoting students’ metacognitive awareness and cognitive learning outcomes in science education

Abstract

<p class="abstract"><span>This research aimed to investigate the effect of project-based learning (PjBL), predict-observe-explain (POE), and predict-observe-explain based project (POEP) on metacognitive awareness and cognitive learning outcomes in biology learning. The research used a pretest-posttest non-equivalent control group design. The experiment was conducted from August to December 2020. The metacognitive awareness questionnaire was applied to measure students’ metacognitive awareness. Besides, an essay test was used to assess cognitive learning outcomes. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) results analysis showed that PjBL, POE, and POEP affected students’ metacognitive awareness and cognitive learning outcomes in biology learning with a value of p<0.005. The least significant different (LSD) result was significantly different in improving students’ metacognitive awareness and cognitive learning outcomes. The POEP class gained the highest posttest score. Therefore, POEP could be applicable to improve students’ metacognitive awareness and cognitive learning outcomes in Biology learning.</span></p>

Project Based Learning (PjBL) Model in Science Learning: A Bibliometric Analysis

“…By selecting problems that are closely aligned with everyday life contexts, it becomes easier for students to engage in learning [25]. Moreover, the findings from the meta-analysis indicate that the project-based learning approach outperforms conventional teaching methods in enhancing students' academic performance in science classes [30,31]. Project-based science learning can provide meaningful narratives and activities for students to engage with [32].…”

Prospective Biology Teachers' Cognitive Perceptions About Pollution

“…As the constructivist theory states that meaningful learning can occur when learners are able to connect new knowledge given with their pre-existing knowledge. Therefore, learning should prioritize the learning process rather than the learning outcome itself by involving complex thinking processes, such as RICOSRE (Yuliskurniawati et al, 2019), GIReSiMCo (Senisum et al, 2022), and think-pair-share-write based on hybrid learning (Siregar et al, 2017), predict-observe-explain based project (POEP) learning (Ilma et al, 2022), and Project Based Learning (Chasanah et al, 2019). Through the word association test, it was revealed that the words that exist in the cognitive structure of pre-service teachers can be grouped into 4 categories, namely the type of pollution, the cause of pollution, the consequences of pollution, and the solution.…”

Students’ e-worksheet based on project and Character of Pancasila through environmental issues: What are the characteristics?

“…As previously explained, project-based learning is one of the focuses of implementing the independent curriculum (Carlina & Djukri, 2018;Indarta et al, 2022). Project-based learning models have been widely implemented in Indonesia (Alkautsar et al, 2023;Ilma et al, 2022;Purwaningsih et al, 2020). Some of the reasons behind using this model are the active involvement of students in the learning process and problem solving (Pressman, 2019;Young et al, 2023), working in groups and producing authentic work (Davidsen et al, 2020;Mamahit et al, 2020).…”