RQA learning strategy in the biology classroom and its effect on students’ metacognitive awareness

Rahman, Sari Rahayu; Herna, Herna; Pujiastuti, Indah Panca; Fausan, Muhammad Mifta

doi:10.1063/5.0000578

Cited by 4 publications

(1 citation statement)

References 19 publications

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“…According to Corebima (2009), RQA could "push" the students to read designated learning materials to improve their comprehension. RQA is also reported to improve students' metacognition and critical thinking skills in the science classroom (Amin, Corebima, Zubaidah, & Mahanal, 2020;Rahman, Herna, Pujiastuti, & Fausan, 2020)ADI, RQA integrated with ADI are constructivistic learning strategies that can accommodate these skills. The researches specifically examining the correlation between metacognitive skills and critical thinking skills at the implementation of RQA, ADI, and RQA integrated with ADI learning strategies are still rarely found.…”

Section: Introductionmentioning

confidence: 99%

The Integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An Instructional Model to Enhance Metacognition and Critical Thinking of Students in Science Classroom

2023

Pegegog

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Metacognition and critical thinking have become essential variables in science teaching. However, the low level of students' metacognition and critical thinking at various educational levels in Indonesia is still widely reported. Therefore, the GIRQA instructional model is needed to minimize the recurring gap. This study aims to determine the effect of implementing GIRQA on the students' Metacognition Awareness (MA) and Critical Thinking Skills (CTS) in Biology. This quasi-experimental study used a non-randomized control-group pre-test and post-test design. The populations were 214 students from the 10th-grade Science Program at one of the high schools in Jombang Regency, East Java, Indonesia. We used a cluster random sampling design to assign two groups (72 students) as the research samples. The instrument for measuring MA was the metacognition awareness inventory. Then, an integrated essay test was used to measure CTS. The results showed differences in metacognition awareness and critical thinking skills between students taught with the GIRQA and traditional learning models. The GIRQA contributed 48.1% to students' MA and 41.4% to students' CTS. Future research shall explore the relationship between metacognition and critical thinking using several instructional models.

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Section: Introductionmentioning

confidence: 99%

The Integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An Instructional Model to Enhance Metacognition and Critical Thinking of Students in Science Classroom

2023

Pegegog

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The Effectiveness of Collaborative Learning on Critical Thinking, Creative Thinking, and Metacognitive Skill Ability: Meta-Analysis on Biological Learning

Ramdani¹,

Susilo²,

Suhadi³

et al. 2022

EUROPEAN J ED RES

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<p style="text-align: justify;">This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.</p>

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PBLRQA Strategy on Metacognitive Skills and Higher-order Thinking of Students in the Genetics Course

Hasan,

Budiarsa,

Astija

et al. 2024

j. penelit. dan pengemb. pendidik.

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Low metacognitive abilities and high-level thinking cause students to have difficulty understanding genetics course material. This research aims to analyze the effectiveness of PBLRQA, PBL, and RQA strategies on students' metacognitive and higher-order thinking skills. This research uses a non-equivalent control group pretest-posttest design. Sampling was carried out on 118 students consisting of four classes using saturated sampling techniques. The research instruments used were observation sheets on lecturer and student activities, essay-based metacognitive skills tests, and multiple-choice tests on high-level thinking skills. Lecturer and student activity data were analyzed based on the percentage of indicators categorized as high and very high syntactically. Data on metacognitive skills and higher-order thinking were analyzed using the Normalized Gain and Independent Kruskal Wallis tests. Research findings show that implementing PBLRQA, PBL, and RQA strategies is ineffective in improving students' metacognitive and higher-order thinking skills. To follow up on these findings, further research is needed to explore the involvement of learning styles and social support on students' metacognitive skills and higher-order thinking skills, focusing on implementing PBLRQA and RQA strategies.

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RQA learning strategy in the biology classroom and its effect on students’ metacognitive awareness

Cited by 4 publications

References 19 publications

The Integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An Instructional Model to Enhance Metacognition and Critical Thinking of Students in Science Classroom

The Integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An Instructional Model to Enhance Metacognition and Critical Thinking of Students in Science Classroom

The Effectiveness of Collaborative Learning on Critical Thinking, Creative Thinking, and Metacognitive Skill Ability: Meta-Analysis on Biological Learning

PBLRQA Strategy on Metacognitive Skills and Higher-order Thinking of Students in the Genetics Course

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