Metacognitive awareness of commuter and resident students of Islamic high school in biology learning

The development of 21st-century learning emphasizes the importance of the correlation between learning innovation and the attainment of the skills that modern students must possess (Glaze, 2018; Reeve, 2016; Scott, 2015). The research focus of the educational experts always leads to the achievement of these essential skills (Miharja, Hindun, & Fauzi, 2019; Siswati & Corebima, 2017a; Veenman, Hesselink, Sleeuwaegen, Liem, & Van Haaren, 2014). Metacognition, one of the essential skills of the 21st-century, has been widely studied in various countries, both in developed and developing countries (Akyol, Sungur, & Tekkaya, 2010; McComas et al., 2018). Moreover, metacognitive research is also carried out at various levels of education, i.e. primary (Tzohar-Rozen & Kramarski, 2014), secondary (Naimnule & Corebima, 2018), and higher education (Panchu, Bahuleyan, Seethalakshmi, & Thomas, 2016). Researchers believe that metacognition is the essential factors responsible for learning success (Adnan & Bahri, 2018; Ayazgök & Aslan, 2014; Dwyer, Hogan, & Stewart, 2014). Thus, the identification and development of metacognitive skills need to be continuously developed. AR T IC L E IN F O ABST R AC T

The environment, according to some experts, plays a significant role in the development of students' metacognition skills (Aurah, 2013;Gul & Shehzad, 2012;Lee et al., 2011). Students who grow up in a conducive environment have a psychological environment that is adaptive to the development of metacognition (Kisa & Stein, 2015;Muwonge, Schiefele, & Ssenyonga, 2017). Interestingly, the student learning environment is not limited to where students get knowledge but also to where students live. According to the concept of lifelong learning, wherever students are in a learning environment due to interactions between them. Interestingly, in Indonesia, the student's living environment is not only at home but also in a dormitory for students studying at an Islamic boarding school.
Research on developing skills and metacognitive awareness (MA) focuses a lot on the work that can be done in classroom learning (Aurah, 2013;Bensley & Spero, 2014;Goh & Hu, 2014;Okoza et al., 2013). Earlier studies showed that modern Islamic school has gained the interest of many researchers around the world to uncover history and the student's activity and outcomes, such as modern Islamic school in Singapore & Britain (Tan, 2011), Victoria (Hassen, 2013), Bangladesh (Asadullah, 2016), and North America (Memon, 2011). However, it does not explicitly distinguish how MA develops based on different learning environments. This research aimed at distinguishing the MA between the commuter and resident students' of Islamic High School in biology learning.

METHOD
This research was quantitative research. The focus of this research is the students' MA. The research was conducted at a modern Islamic school in Surakarta. The commuter and resident students in each school taught in the same classroom. The unit samples were Al Abidin Bilingual Boarding School, Senior High School of Al Islam 1, and Senior High School of Majelis Taqlim Al Quran. Purposive random sampling was used to select the participants. The sample units are schools that have dormitories, and students learn in heterogeneous classes. Samples of this research were X-6 of Al-Abidin Bilingual Boarding School, X-4 of Senior High School of Al-Islam 1, and X-5 of Senior High School of Majelis Taqlim Al Quran.
The data were collected using the Metacognitive Awareness Inventory (MAI) questionnaire developed by Schraw and Dennison (1994). The MAI instrument, consist of 52 questions, was tested to 88 students of grade X (40 commuter students; 48 resident students). The questionnaire is divided into four classification, i.e 1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree). The MAI is divided into two aspects namely knowledge and regulation of cognition. Knowledge of cognition aspect has three indicators such as declarative knowledge, procedural knowledge, and conditional knowledge. Regulation of cognition aspect has six indicators such as planning, information management strategies, monitoring, debugging strategies, and evaluation.
The Cronbach's alpha at the 0.05 level was used for the MAI instrument. The coefficient of Cronbach's alpha is the measurement for reliability test. The normality data was checked by using Kolmogorov-Smirnov for adequate assumption in conducting independent sample t-test to analyze the students' MA.

RESULTS AND DISCUSSION
The results of Cronbach-alpha analysis were shown in Table 2. The obtained alpha (α) value was 0.935. It showed that the instrument was reliable and can be used in research. The significant scores for the commuter students were 0.697, and for the resident students was 0.463. It showed the data were normally distributed. After the normality test was examined, the descriptive statistic of the data was shown in Table 3. It shows that most of the students, both commuter and resident, conducted high MA on biology learning. Moreover, the results of the independent sample t-test (Table 4) show that there were any differences in MA in both students (sig. value <0.05). The results in Figure 1 show that commuter students show higher MA. These results indicate the influence of different living environments on the growth of MA. On the other hand, MA of resident students was less than commuter students. This result is contrary to research (Martin et al, 2014;Ogechukwu & Chika, 2018) which says that the MA of resident students is higher. MA of resident students was less than commuter students in this research that can be explained by the different experiences of them. Students who entered the boarding for the first time face the challenge of adapting to the new environment. Resident students must overcome the challenges of independent living and adapt to new rules in the boarding. The observation in the first year of resident students achieved fewer outcomes than the commuter students (Behaghel, Chaisemartin, & Gurgand, 2017). The resident students have to overcome many challenges to adapt to the strict rules and situations which are exclusive for boarding programs. Students who are mature or experienced are predicted to be able to adapt quickly. This indicates that MA is closely related to biological age and experience (Fisher, 1998).
The results of this study contradict some researchers who claim boarding students achieve better than commuter students because boarding students are under the control of their studies (Martin et al., 2014;Ogechukwu & Chika, 2018). Resident students who can adapt and accept new environments can find effective ways of learning Living together leads the positive effect to boarding students so they can learn how to manage their studies in the under control environment of boarding. Besides, factors that affect the MA include not only learning environment as external factors (Gul & Shehzad, 2012) but also age, gender, personality, and intelligence as the internal factors (Martin et al., 2014;Siswati & Corebima, 2017b). However, the experience of commuter and boarding students varies depending on what is in each individual as a learner (Laiser & Makewa, 2016).
Besides, metacognition plays an essential role in managing the cognitive process. It means that high MA students might have a high cognitive learning outcome (Aurah, 2013). The commuter students performed a better MA than boarding students in this research might perform a better learning outcome. It can be because of their parent's support. Parent participation may be a factor that should be given attention because it affects the student's outcome (Mahuro & Hungi, 2016). The excellent family parenting conducts good motivation for children, so it affects the learning achievement (Ambarwati, 2018;Aulia & Khafid, 2018;Kaukab, 2016;Thoha & Wulandari, 2016). In addition, age maturity is also an important factor that has an impact on MA (Song & Bonk, 2016). The sample of this study is in the age range of 16-17 years, which is psychologically in a period that requires assistance from parents or competent figures (Catalano, Hawkins, & Toumbourou, 2008). Resident students, during this period, usually require a considerable amount of time and tend to vary among individuals (Logan, Lundberg, Roth, & Walsh, 2017).
According to this result, MA's result that related the learning environment such as boarding school needs further investigation to limit other factors so the better result can be achieved. Overall, this research was conducted to reveal the MA that is needed in learning biology. Teachers, parents, and students themselves must actively participate to form an adaptive learning environment in fostering MA (Ambarwati, 2018;Pang, Lau, Seah, Cheong, & Low, 2018). Another way to get a clearer result about the difference between MA of commuter and boarding students is by conducting the observation. Observation of students verbalized in biology learning is one of the ways to conceptualize MA. This point of view leads to the common features of what really happens in students when they face such a different situation and how MA becomes an important process in daily life students (Al-Hilawani, 2018).
MA can be elaborated as a students' tool to be better understanding biology. Students with good MA perform consciously to manage their knowledge. Then, find the difficulties in learning, and it can be overcome through an effective strategy. The experience plays an important role in leading the MA of students to become ready to plan, monitor, and evaluate for high achievement in biology learning (Ben-David & Orion, 2013;Fisher, 1998;Muwonge et al., 2017).

CONCLUSION
The finding of the study shows that the commuter students performed better MA than resident students on biology learning in Islamic modern school Surakarta. This finding contributes to the topic of MA. However, further investigations are needed to ascertain the importance of MA in the role and learning.