Improving students’ metacognitive abilities and creative thinking skills through STEM-based in online learning
DOI:
https://doi.org/10.22219/jpbi.v9i1.22994Keywords:
creative thingking skill, metacognitive ability, STEMAbstract
Creative thinking skills are crucial to current generations dealing with 21st-century challenges. However, studies on higher-order thinking skills remain limited. CTS can be easily empowered if students have good metacognitive abilities. This study analysed the effect of STEM-based online learning lesson plans on the CTS of students and metacognitive abilities on the inheritance of living things through online learning. The pretest-posttest research designs with a non-equivalent control group were used. The treatment given in the experimental class was the implementation of a STEM-based online learning lesson plan, while the control class was taught through traditional methods used by the teachers. The results of this study indicated that the CTS and metacognitive abilities of students in the experimental class were significantly higher than that of the control class [F(1,54) = 105.287, p = 0.000 and F(1,54) = 103.943, p = 0.000, respectively]. In conclusion, the STEM-based online learning lesson plan is effective in improving the CTS and metacognitive abilities of students.
Downloads
References
Ahied, M., Muharrami, L. K., Fikriyah, A., & Rosidi, I. (2020). Improving students’ scientific literacy through distance learning with augmented reality-based multimedia amid the covid-19 pandemic. Jurnal Pendidikan IPA Indonesia, 9(4), 499–511. https://doi.org/10.15294/jpii.v9i4.26123
Albantani, A. M., & Madkur, A. (2018). Think Globally, Act Locally: The strategy of incorporating local wisdom in foreign language teaching in Indonesia. International Journal of Applied Linguistics & English Literature, 2015. https://doi.org/10.7575/aiac.ijalel.v.7n.2p.1
Andrabi, T., Daniels, B., & Das, J. (2021). Human capital accumulation and disasters: Evidence from the Pakistan earthquake of 2005. Journal of Human Resources, May, 0520-10887R1. https://doi.org/10.3368/jhr.59.2.0520-10887r1
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7937
Bezuidenhout, A. (2019). Analysing the importance-competence gap of distance educators with the increased utilisation of online learning strategies in a developing world context. Internatonal Review of Research in Open and Distributed Learning. https://files.eric.ed.gov/fulltext/EJ1185110.pdf
Bokor, J. R., Landis, J. B., & Crippen, K. J. (2014). High school students’ learning and perceptions of phylogenetics of flowering plants. CBE Life Sciences Education, 13(4), 653–665. https://doi.org/10.1187/cbe.14-04-0074
Cargas, S., Williams, S., & Rosenberg, M. (2017). An approach to teaching critical thinking across disciplines using performance tasks with a common rubric. Thinking Skills and Creativity, 26, 24–37. https://doi.org/10.1016/j.tsc.2017.05.005
Cetin-Dindar, A., & Geban, O. (2017). Conceptual understanding of acids and bases concepts and motivation to learn chemistry. Journal of Educational Research, 110(1), 85–97. https://doi.org/10.1080/00220671.2015.1039422
Chinedu, C. C., & Olabiyi, O. S. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Education and Training, 7(2), 35–43. https://doi.org/10.1109/TMI.2011.2171706
Choy, S. C., Yim, J. S., & Tan, P. L. (2020). A metacognitive knowledge, metacognitive experience, and its effects on learning outcomes for STEM and non-STEM Malaysian Students. International Journal of Advanced Research in Education and Society, 2(1), 1–14. http://myjms.moe.gov.my/index.php/ijares
Çimer, A. (2012). What makes Biology learning difficult and effective: Students’ views. Educational Research and Reviews, 7(3), 61–71. https://doi.org/10.5897/ERR11.205
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004
English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 1–8. https://doi.org/10.1186/s40594-016-0036-1
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. https://doi.org/10.15294/jpii.v8i3.19457
Felder, R. M., & Brent, R. (2016). Teaching and Learning Resource: a Practical Guide. Jossey-Bass A Wiley Brand. https://journals.flvc.org/cee/article/view/93172/89276
Fleischner, T. L., Espinoza, R. E., Gerrish, G. A., Greene, H. W., Kimmerer, R. W., Lacey, E. A., Pace, S., Parrish, J. K., Swain, H. M., Trombulak, S. C., Weisberg, S., Winkler, D. W., & Zander, L. (2017). Teaching biology in the field: Importance, challenges, and solutions. BioScience, 67(6), 558–567. https://doi.org/10.1093/biosci/bix036
Frolova, E. V., Rogach, O. V., Tyurikov, A. G., & Razov, P. V. (2021). Online student education in a pandemic: New challenges and risks. European Journal of Contemporary Education, 10(1), 43–52. https://doi.org/10.13187/ejced.2021.1.43
Groshans, G., Mikhailova, E., Post, C., Schlautman, M., Carbajales-Dale, P., & Payne, K. (2019). Digital story map learning for STEM disciplines. Education Sciences, 9(2), 1–17. https://doi.org/10.3390/educsci9020075
Guilford, J. P. (1967). Creativity: Yesterday, Today and Tomorrow. The Journal of Creative Behavior, 1(1), 3–14. https://doi.org/10.1002/j.2162-6057.1967.tb00002.x
Hake, R. R. (1999). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 64(1998). https://doi.org/10.1119/1.18809
Harrison, G. M., & Vallin, L. M. (2017). Evaluating the metacognitive awareness inventory using empirical factor-structure evidence. Metacognition and Learning, 1–25. https://doi.org/10.1007/s11409-017-9176-z
Hernawati, D., Amin, M., Henie, M., Al, I., & Endah, S. (2019). Science literacy skills through the experience of project activities with assisted local potential based learning materials. Jurnal Pendidikan Biologi Indonesia, 5(1), 159–168. https://doi.org/10.22219/jpbi.v5i1.7372
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00234-x
Hira, A., & Anderson, E. (2021). Motivating online learning through project-based learning during the 2020 COVID-19 pandemic. IAFOR Journal of Education, 9(2), 93–110. https://doi.org/10.22492/ije.9.2.06
Honeck, E., Shade, R., Shade, P. G., Fisher, M. D., Walters, M. E., Hathaway, N. E., Morse, K., Bloom, L., Dole, S., & Kowalske, K. (2016). Creative intelligence: Fostering its growth and development. Torrance Journal for Applied Creativity. http://www.centerforgifted.org/TorranceJournal_V1.pdf
Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM Integration in K-12 Education. In STEM Integration in K-12 Education. https://doi.org/10.17226/18612
Ilma, S., Al-Muhdhar, M. H. I., Rohman, F., & Saptasari, M. (2022). Promote collaboration skills during the COVID-19 pandemic through Predict-Observe-Explain-based Project (POEP) learning. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(1), 32–39. https://doi.org/10.22219/jpbi.v8i1.17622
Kose, U., & Arslan, A. (2017). Realizing an optimization approach inspired from Piaget’s theory on cognitive development. Broad Research in Artificial Intelligence and Neuroscience, 6(1–4), 15–22. https://arxiv.org/ftp/arxiv/papers/1704/1704.05904.pdf
Kuo, C. Y., Wu, H. K., Jen, T. H., & Hsu, Y. S. (2015). Development and validation of a multimedia-based assessment of scientific inquiry abilities. International Journal of Science Education, 37(14), 2326–2357. https://doi.org/10.1080/09500693.2015.1078521.
Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The development of higher order thinking skill (HOTS) instrument assessment In physics study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632
Lewin, C., & McNicol, S. (2015). Supporting the development of 21st century skills through ICT. KEYCIT 2014: Key Competencies in Informatics and ICT, 181–198. https://publishup.uni-potsdam.de/files/8267/cid07_S181-198.pdf
Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), em1860. https://doi.org/10.29333/ejmste/8240
Mariano, G. J., Figliano, F. J., & Dozier, A. (2021). Using metacognitive strategies in the STEM field. In Research Anthology on Developing Critical Thinking Skills in Students. https://doi.org/10.4018/978-1-7998-3022-1.ch051
Mayasari, T., Kadarohman, A., Rusdiana, D., & Kaniawati, I. (2016). Exploration of student’s creativity by integrating STEM knowledge into creative products. AIP Conference Proceedings, 1708(February). https://doi.org/10.1063/1.4941191
McCullough, E. L., Verdeflor, L., Weinsztok, A., Wiles, J. R., & Dorus, S. (2020). Exploratory activities for understanding evolutionary relationships depicted by phylogenetic trees: United but diverse. American Biology Teacher, 82(5), 333–337. https://doi.org/10.1525/abt.2020.82.5.333
Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: A correlation study in genetic studies. Biosfer: Jurnal Pendidikan Biologi, 12(2), 135–143. https://doi.org/10.21009/biosferjpb.v12n2.135-143
Ndiung, S., Sariyasa, Jehadus, E., & Apsari, R. A. (2021). The effect of treffinger creative learning model with the use rme principles on creative thinking skill and mathematics learning outcome. International Journal of Instruction, 14(2), 873–888. https://doi.org/10.29333/iji.2021.14249a
Nikou, S., & Maslov, I. (2021). An analysis of students’ perspectives on e-learning participation – the case of COVID-19 pandemic. International Journal of Information and Learning Technology, 38(3), 299–315. https://doi.org/10.1108/IJILT-12-2020-0220
Pluta, W. J., Richards, B. F., & Mutnick, A. (2013). PBL and Beyond: Trends in collaborative learning. Teaching and Learning in Medicine, 25(SUPPL.1). https://doi.org/10.1080/10401334.2013.842917
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
Pollard, V., Hains-Wesson, R., & Young, K. (2018). Creative teaching in STEM. Teaching in Higher Education, 23(2), 178–193. https://doi.org/10.1080/13562517.2017.1379487
Pressman, A. (2019). Design thinking: A guide to creative problem solving for everyone (Vol. 86, Issue 6). Routledge. https://doi.org/10.4324/9781315561936
Purwaningsih, E., Sari, S. P., Sari, A. M., & Suryadi, A. (2020). The effect of stem-pjbl and discovery learning on improving students’ problem-solving skills of the impulse and momentum topic. Jurnal Pendidikan IPA Indonesia, 9(4), 465–476. https://doi.org/10.15294/jpii.v9i4.26432
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595. https://doi.org/10.1037/a0032690
Ryu, M., Mentzer, N., & Knobloch, N. (2019). Preservice teachers’ experiences of STEM integration: challenges and implications for integrated STEM teacher preparation. International Journal of Technology and Design Education, 29(3), 493–512. https://doi.org/10.1007/s10798-018-9440-9
Sahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning. Kuram ve Uygulamada Egitim Bilimleri, 14(1), 309–322. https://doi.org/10.12738/estp.2014.1.1876
Santangelo, J., Cadieux, M., & Zapata, S. (2021). Developing student metacognitive skills using active learning with embedded metacognition instruction. Journal of STEM Education, 22(2), 51–63. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2475
Schallert, S., Lavicza, Z., & Vandervieren, E. (2021). Towards inquiry-based flipped classroom scenarios: A design heuristic and principles for lesson planning. International Journal of Science and Mathematics Education, 20(2), 277–297. https://doi.org/10.1007/s10763-021-10167-0
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. In Contemporary Educational Psychology (Vol. 19, Issue 4, pp. 460–475). https://doi.org/10.1006/ceps.1994.1033
Shukri, A. A. M., Ahmad, C. N. C., & Daud, N. (2020). Integrated STEM-based module: Relationship between students’ creative thinking and science achievement. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), 173–180. https://doi.org/10.22219/jpbi.v6i2.12236
Srikongchan, W., Kaewkuekool, S., & Mejaleurn, S. (2021). Backward instructional design based learning activities to developing students’ creative thinking with lateral thinking technique. International Journal of Instruction, 14(2), 233–252. https://doi.org/10.29333/iji.2021.14214a
Struyf, A., De Loof, H., Boeve-de Pauw, J., & Van Petegem, P. (2019). Students’ engagement in different STEM learning environments: integrated STEM education as promising practice? International Journal of Science Education, 41(10), 1387–1407. https://doi.org/10.1080/09500693.2019.1607983
Sugiyanto, F. N., Masykuri, M., & Muzzazinah, M. (2018). Analysis of senior high school students’ creative thinking skills profile in Klaten regency. Journal of Physics: Conference Series, 1006(1). https://doi.org/10.1088/1742-6596/1006/1/012038
Suryawati, E., & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76. https://doi.org/10.12973/ejmste/79329
Sutaphan, S., & Yuenyong, C. (2019). STEM education teaching approach: Inquiry from the context based. Journal of Physics: Conference Series, 1340(1). https://doi.org/10.1088/1742-6596/1340/1/012003
Tan, A. L., Teo, T. W., Choy, B. H., & Ong, Y. S. (2019). The S ‑ T ‑ E ‑ M Quartet. Innovation and Education, 1(3), 1–14. https://doi.org/10.1186/s42862-019-0005-x
Taskiran, A. (2021). Project-based online learning experiences of pre-service teachers. Journal of Educational Technology and Online Learning, 4(3). https://doi.org/10.31681/jetol.977159
Teo, T. W., Tan, A. L., Ong, Y. S., & Choy, B. H. (2021). Centricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet. STEM Education, 1(3), 141. https://doi.org/10.3934/steme.2021011
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1976). Instructional development for training teachers of exceptional children: A sourcebook. In Indiana: Indiana University Bloomington. https://files.eric.ed.gov/fulltext/ED090725.pdf
Thomas, B., & Watters, J. J. (2015). Perspectives on Australian, Indian and Malaysian approaches to STEM education. International Journal of Educational Development, 45, 42–53. https://doi.org/10.1016/j.ijedudev.2015.08.002
Wibowo, W. S., Roektiningroem, E., Bastian, N., & Hudda, K. S. (2018). Development of project-based learning science module to improve critical thinking skills of junior high school students. Journal of Science Education Research, 2(2), 71–76. https://doi.org/10.21831/jser.v2i2.22471
Yıldırım, B. (2022). MOOCs in STEM Education: Teacher preparation and views. Technology, Knowledge and Learning, 27(3), 663–688. https://doi.org/10.1007/s10758-020-09481-3
Ylostalo, J. H. (2020). Engaging students into their own learning of foundational genetics concepts through the 5E learning cycle and interleaving teaching techniques. Journal of Biological Education, 54(5), 514–520. https://doi.org/10.1080/00219266.2019.1620311
Young, A. K., White, B. T., & Skurtu, T. (2013). Teaching undergraduate students to draw phylogenetic trees: Performance measures and partial successes. Evolution: Education and Outreach, 6(1), 1–15. https://doi.org/10.1186/1936-6434-6-16
Yusnaeni, Y., Corebima, A. D., Susilo, H., & Zubaidah, S. (2017). Creative thinking of low academic student undergoing search solve create and share learning integrated with metacognitive strategy. International Journal of Instruction, 10(2), 245–262. https://doi.org/10.12973/iji.2017.10216a
Zulkarnaen, Z., Supardi, Z. . I., & Jatmiko, B. (2017). Feasibility of creative exploration, creative elaboration, creative modeling, practice scientific creativity, discussion, reflection (C3PDR) teaching model to improve students’ scientific creativity of junior high school. Journal of Baltic Science Education, 16(6), 1020–1034. https://doi.org/10.33225/jbse/17.16.1020
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- 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.
- 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.
- 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.
- 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).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
