Metacognitive awareness components of high-academic ability students in biology hybrid learning: Profile and correlation

Authors

  • Iin Hindun Department of Biology Edecuatin, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Jl. Raya Tlogomas 246 Malang, East Java, 65144
  • N. Nurwidodo Department of Biology Edecuatin, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Jl. Raya Tlogomas 246 Malang, East Java, 65144 http://orcid.org/0000-0003-1078-2096
  • Azizul Ghofar Candra Wicaksono School of Educational Sciences, Faculty of Art, University of Szeged, Aradi Vertanuk Tere, Szeged 6720

DOI:

https://doi.org/10.22219/jpbi.v6i1.11097

Keywords:

high-academic ability, hybrid learning, metacognitive awareness, students’ metacognition

Abstract

Metacognitive awareness has been considered as one of the factors within students that determines learning success. It can be developed through a hybrid learning approach. The purpose of this quantitative research was to examine the metacognitive awareness profile of students with high-academic ability in hybrid learning implementation. The subjects of this study were the students of XI-Science class of state senior high school of Malang. The Metacognitive Awareness Inventory was used as the data collection instrument, while descriptive statistics and Pearson Product-Moment were chosen as the data analysis techniques. The results of the study informed that the students’ metacognitive awareness was divided into four categories, i.e. very good (9%), good (43%), enough (46%), and very low (2%). The three components of metacognitive awareness were classified as "enough", while the five components of students were categorized as "good". The eight metacognition components showed significant correlations each other (r > 0.41, n = 55, p < 0.01). It can be concluded that the majority of students’ metacognitive awareness was satisfactory even though there were a small proportion of students whose metacognitive awareness was not good.

Downloads

Download data is not yet available.

Author Biographies

Iin Hindun, Department of Biology Edecuatin, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Jl. Raya Tlogomas 246 Malang, East Java, 65144

N. Nurwidodo, Department of Biology Edecuatin, Faculty of Teacher Training and Education, Universitas Muhammadiyah Malang, Jl. Raya Tlogomas 246 Malang, East Java, 65144

Azizul Ghofar Candra Wicaksono, School of Educational Sciences, Faculty of Art, University of Szeged, Aradi Vertanuk Tere, Szeged 6720

References

Abdellah, R. (2015). Metacognitive awareness and its relation to academic achievement and teaching performance of pre-service female teachers in Ajman University in UAE. In Procedia - Social and Behavioral Sciences (Vol. 174, pp. 560–567). Elsevier B.V. doi: https://doi.org/10.1016/j.sbspro.2015.01.707

Adnan, A., & Bahri, A. (2018). Beyond effective teaching: Enhancing students’ metacognitive skill through guided inquiry. In Journal of Physics: Conference Series (Vol. 954, p. 012022). doi: https://doi.org/10.1088/1742-6596/954/1/012022

Amin, I., & Sukestiyarno, Y. L. (2015). Analysis metacognitive skills on learning mathematics in high school. International Journal of Education and Research, 3(3), 213–222. Retrieved from http://www.ijern.com/journal/2015/March-2015/18.pdf

Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of Research in Childhood Education, 31(2), 255–269. doi: https://doi.org/10.1080/02568543.2016.1273285

Beran, M. J., Brandl, J. L., Perner, J., & Proust, J. (2012). Foundations of metacognition. Oxford: Oxford University Press. Retrieved from https://psycnet.apa.org/record/2012-29672-000

Biswas, S. K. (2015). Study orientation of high and low achievers at secondary level. International Journal on New Trends in Education and Their Implications, 6(4), 31–36. Retrieved from http://www.ijonte.org/FileUpload/ks63207/File/03.a.shyamal_kumar_biswas.pdf

Chafiq, N., Benabid, A., Bergadi, M., Touri, B., Talbi, M., & Lima, L. (2014). Advantages and limits of the implementation of blended learning for development of language skills in scientific students. In Procedia - Social and Behavioral Sciences (Vol. 116, pp. 1546–1550). Elsevier B.V. doi: https://doi.org/10.1016/j.sbspro.2014.01.432

Chauhan, A., & Singh, N. (2014). Metacognition: A conceptual framework. International Journal of Education and Psychological Research (IJEPR), 3(3), 21–22. Retrieved from http://ijepr.org/doc/V3_Is3_Oct14/ij4.pdf

Cimatti, B. (2016). Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises. International Journal for Quality Research, 10(1), 97–130. doi: https://doi.org/10.18421/IJQR10.01-05

Dang, N. V., Chiang, J. C., Brown, H. M., & McDonald, K. K. (2018). Curricular activities that promote metacognitive skills impact lower-performing students in an introductory biology course. Journal of Microbiology & Biology Education, 19(1), 1–9. doi: https://doi.org/10.1128/jmbe.v19i1.1324

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 1–44. doi: https://doi.org/10.1080/10888691.2018.1537791

Darmawan, E., Brasilita, Y., Zubaidah, S., & Saptasari, M. (2018). Enhancing metacognitive skills of students with different gender using simas eric learning model at state senior high school 6 Malang. BIOSFER: Jurnal Pendidikan Biologi (BIOSFERJPB), 11(1), 47–56. doi: https://doi.org/10.21009/biosferjpb.11-1.5

Erlin, E., & Fitriani, A. (2019). Profile metacognitive awareness of biology education students in microbiology course. In Journal of Physics: Conference Series (Vol. 1157). doi: https://doi.org/10.1088/1742-6596/1157/2/022066

Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners the role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. Retrieved from https://consortium.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school

Fauzi, A, & Sa’diyah, W. (2019). Students’ metacognitive skills from the viewpoint of answering biological questions: Is it already good? Jurnal Pendidikan IPA Indonesia, 8(3), 317–327. doi: https://doi.org/10.15294/jpii.v8i3.19457

Feiz, J. P. (2016). Metacognitive awareness and attitudes toward foreign language learning in the EFL context of Turkey. In Procedia - Social and Behavioral Sciences (Vol. 232, pp. 459–470). doi: https://doi.org/10.1016/j.sbspro.2016.10.063

Haryani, S., Masfufah, Wijayati, N., & Kurniawan, C. (2018). Improvement of metacognitive skills and students’ reasoning ability through problem-based learning. In Journal of Physics: Conference Series (Vol. 983). doi: https://doi.org/10.1088/1742-6596/983/1/012174

Husamah, H. (2015). Blended project based learning: Metacognitive awareness of biology education new students. Journal of Education and Learning, 9(4), 274–281. doi: https://doi.org/10.11591/edulearn.v9.i4.2121

Hussain, D. (2015). Meta-cognition in mindfulness: A conceptual analysis. Psychological Thought, 8(2), 132–141. doi: https://doi.org/10.5964/psyct.v8i2.139

Jabeen, S., & Ahmad, M. (2013). A study on need achievement of high and low achievers. Journal of Education and Practice, 4(4), 225–235. Retrieved from https://pdfs.semanticscholar.org/ea91/7837b97dcc7759b9247047cf12340c9dfb75.pdf

Jankowski, T., & Holas, P. (2014). Metacognitive model of mindfulness. Consciousness and Cognition, 28(1), 64–80. doi: https://doi.org/10.1016/j.concog.2014.06.005

Kevin, D. (2011). Impact of problem‐based learning on student experience and metacognitive development. Multicultural Education &amp; Technology Journal, 5(1), 55–69. doi: https://doi.org/10.1108/17504971111121928

Khair, I. (2019). School zoning system: Problem or solution. Retrieved from http://news.unair.ac.id/en/2019/07/09/school-zoning-system-problem-or-solution/

Kiviniemi, M. T. (2014). Effects of a blended learning approach on student outcomes in a graduate-level public health course. BMC Medical Education, 14(1), 1–7. doi: https://doi.org/10.1186/1472-6920-14-47

Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educ Eval Policy Anal., 39(1), 146–170. doi: https://doi.org/10.3102/0162373716670260.Teacher

Kuvac, M., & Koc, I. (2018). The effect of problem-based learning on the metacognitive awareness of pre-service science teachers. Educational Studies, 00(00), 1–21. doi: https://doi.org/10.1080/03055698.2018.1509783

Lukitasari, M., Hasan, R., & Murtafiah, W. (2019). Using critical analysis to develop metacognitive ability and critical thinking skills in biology. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(1), 151–158. doi: https://doi.org/10.22219/jpbi.v5i1.7262

Miller, T. M. (2017). Measurement, theory, and current issues in metacognition: An overview. ACS Symposium Series, 1269, 1–15. doi: https://doi.org/10.1021/bk-2017-1269.ch001

Millis, B. J. (2016). Using metacognition to promote learning. IDEA Paper, 63(December), 1–9. Retrieved from http://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA Papers/IDEA Papers/PaperIDEA_63.pdf

Nunaki, J. H., Damopolii, I., Kandowangko, N. Y., & Nusantari, E. (2019). The effectiveness of inquiry-based learning to train the students’ metacognitive skills based on gender differences. International Journal of Instruction, 12(2), 505–516. doi: https://doi.org/10.29333/iji.2019.12232a

Nurajizah, U., Windyariani, S., & Setiono, S. (2018). Improving students’ metacognitive awareness through implementing learning journal. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(2), 105–112. doi: https://doi.org/10.22219/jpbi.v4i2.5788

Öz, H. (2016). Metacognitive awareness and academic motivation: A cross-sectional study in teacher education context of Turkey. In Procedia - Social and Behavioral Sciences (Vol. 232, pp. 109–121). doi: https://doi.org/10.1016/j.sbspro.2016.10.035

Pantiwati, Y., & Husamah, H. (2017). Self and peer assessments in active learning model to Increase metacognitive awareness and cognitive abilities. International Journal of Instruction, 10(4), 185–202. doi: https://doi.org/10.12973/iji.2017.10411a

Patterson, J. (2011). Metacognitive skills. In Encyclopedia of Clinical Neuropsychology (Vol. 28, pp. 1583–1584). New York, NY: Springer New York. doi: https://doi.org/10.1007/978-0-387-79948-3_897

Ramakrisnan, P., Yahya, Y. B., Hasrol, M. N. H., & Aziz, A. A. (2012). Blended learning: A suitable framework for e-learning in higher education. In Procedia - Social and Behavioral Sciences (Vol. 67, pp. 513–526). Elsevier B.V. doi: https://doi.org/10.1016/j.sbspro.2012.11.356

Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher’s classroom practices in a Finnish elementary school. Teaching and Teacher Education, 77, 204–213. doi: https://doi.org/10.1016/j.tate.2018.10.002

Sart, G. (2014). The effects of the development of metacognition on project-based learning. Procedia - Social and Behavioral Sciences, 152, 131–136. doi: https://doi.org/10.1016/j.sbspro.2014.09.169

Satria, D. (2019). Dampak kebijakan penerimaan peserta didik baru (PPDB) sistem zonasi di SMA Negeri 2 Bandar Lampung. Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Lampung. doi: https://doi.org/10.1017/CBO9781107415324.004

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. doi: https://doi.org/10.1006/ceps.1994.1033

Sevimli, D. (2018). Comparison of the metacognitive awareness levels between successful and unsuccessful teams in the turkish men’s second volleyball league. Universal Journal of Educational Research, 6(12), 2715–2720. doi: https://doi.org/10.13189/ujer.2018.061203

Siagian, M. V., Saragih, S., & Sinaga, B. (2019). Development of learning materials oriented on problem-based learning model to improve students’ mathematical problem solving ability and metacognition ability. International Electronic Journal of Mathematics Education, 14(2), 265–274. doi: https://doi.org/10.29333/iejme/5717

Siegesmund, A. (2016). Increasing student metacognition and learning through classroom-based learning communities and self-assessment. Journal of Microbiology & Biology Education, 17(2), 204–214. doi: https://doi.org/10.1128/jmbe.v17i2.954

Smith, A. K., Black, S., & Hooper, L. M. (2017). Metacognitive knowledge, skills, and awareness: A possible solution to enhancing academic achievement in African American adolescents. Urban Education, 1–15. doi: https://doi.org/10.1177/0042085917714511

Sungur, S., & Senler, B. (2009). An analysis of Turkish high school students’ metacognition and motivation. Educational Research and Evaluation, 15(1), 45–62. doi: https://doi.org/10.1080/13803610802591667

Susilo, J., Kartono, & Mastur, Z. (2019). Analysis metacognition and communication mathematics in blended learning use google classroom. Unnes Journal of Mathematics Education Research, 8(1), 72–83. Retrieved from https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/24825

Syarifah, H., Indriwati, S. E., & Corebima, A. D. (2016). Metacognitive skills and motivation differences between male and female Xth grade student of public senior high school in malangthroughreading questioning and answering (RQA) combined with think pair share (TPS) learning strategy. JPBI (Jurnal Pendidikan Biologi Indonesia), 2(1), 10–18. doi: https://doi.org/10.22219/jpbi.v2i1.3367

Taylor, L., & Parsons, J. (2011). Improving student engagement. Current Issues in Education, 14(1), 1–32. doi: https://doi.org/10.1007/s13398-014-0173-7.2

Thomas, G. P. (2014). Metacognition and science learning. In Encyclopedia of Science Education. Springer. doi: https://doi.org/10.1007/978-94-007-6165-0

Tumewu, W. A., Wulan, A. R., & Sanjaya, Y. (2017). Comparison between project-based learning and discovery learning toward students’ metacognitive strategies on global warming concept. In AIP Conference Proceedings (Vol. 1848). doi: https://doi.org/10.1063/1.4983981

Viptri, I. S. (2019). Konflik penerapan sistem zonasi penerimaan peserta didik baru 2018 (Studi kasus pada SMPN 11 Medan). Fakultas Ilmu Sosial Ilmu Politik, Universitas Sumatera Utara. Retrieved from http://repositori.usu.ac.id/handle/123456789/13382

Visser, L., Korthagen, F. A. J., & Schoonenboom, J. (2018). Differences in learning characteristics between students with high, average, and low levels of academic procrastination: Students’ views on factors influencing their learning. Frontiers in Psychology, 9(MAY), 1–15. doi: https://doi.org/10.3389/fpsyg.2018.00808

Yanqun, Z. (2019). The significance and instruction of metacognition in continuing education. International Forum of Teaching and Studies, 15(1), 29–37. Retrieved from https://www.questia.com/library/journal/1P4-2210885926/the-significance-and-instruction-of-metacognition

Downloads

Published

2020-03-31

Issue

Vol. 6 No. 1 (2020): MARCH

Section

21st Century Skills

License

Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:

  1. For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.