scholarly journals EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES

2016 ◽  
Vol 15 (5) ◽  
pp. 617-629
Author(s):  
Muhiddin Palennari
Keyword(s):  
Key Words ◽  
Analysis Of Variance ◽  
Teaching Strategies ◽  
Regression Line ◽  
Problem Based Learning ◽  
Regression Equation ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Biology Teaching ◽  
Cognitive Retention

This research was conducted during one semester in four different classes that were taught biology by using four different teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching. This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching strategies in biology classroom, while the correlations between metacognitive skills and cognitive retention were significant. The results of the analysis of variance related to the regression equation in the four different strategies were parallel and did not coincide; the regression line of PBLJigsaw strategy was at the highest position. It indicated that this strategy has the potency to empower metacognitive skills and simultaneously increased cognitive retention. Key words: metacognitive awareness, metacognitive skills, cognitive retention, problem-based learning, jigsaw, regression line.

scholarly journals THE CORRELATION BETWEEN ATTITUDE TOWARD SCIENCE AND COGNITIVE LEARNING RESULT OF STUDENTS IN DIFFERENT BIOLOGY LEARNINGS

2015 ◽  
Vol 14 (6) ◽  
pp. 723-732
Author(s):  
Ninik Kristiani ◽  
Herawati Susilo ◽  
Duran Corebima Aloysius
Keyword(s):  
Key Words ◽  
Analysis Of Variance ◽  
Regression Line ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Regression Equation ◽  
Inquiry Based Learning ◽  
One Year ◽  
Scientific Learning ◽  
Attitude Toward Science

This research was conducted during one year in three different classes that were taught biology by using three different learnings, Inquiry-based learning, Thinking Empowerment by Questioning integrated with Inquiry learning (TEQI), and Scientific learning. This study investigated the correlation between attitude toward science and cognitive learning results in the three different learnings, and compared the three regression lines whether or not they are parallel. The results of this study show that the correlations between attitude toward science and cognitive learning results in the three biology learnings are significant, with the value of contribution as much as 0.634, 0.448, and 0.708 respectively. The results of the analysis of variance related to the regression equation in the three different learnings are parallel and do not coincide; the regression line of TEQI strategy is at the highest position. It indicated that TEQI strategy has the advantage of training attitude toward science and simultaneously increases students' cognitive learning results. Key words: cognitive learning result, inquiry based learning, regression line, attitude toward science.

scholarly journals EMPOWERING STUDENTS’ METACOGNITIVE SKILLS THROUGH NEW TEACHING STRATEGY (GROUP INVESTIGATION INTEGRATED WITH THINK TALK WRITE) IN BIOLOGY CLASSROOM

2016 ◽  
Vol 15 (3) ◽  
pp. 391-400
Author(s):  
Lina Listiana ◽  
Herawati Susilo ◽  
Hadi Suwono ◽  
Endang Suarsini
Keyword(s):  
Teaching Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
First Year ◽  
Strategy Group ◽  
Metacognitive Skills ◽  
Biology Teaching ◽  
Conventional Teaching ◽  
Quasi Experimental ◽  
Cognitive Activities

Metacognitive skills play an important role in various students’ cognitive activities. Metacognitive skills can make the students become self-regulated learners. Metacognitive skills in biology teaching can be empowered through the implementation of the appropriate teaching strategies. This research was a quasi-experimental research designed to compare the effect of Group Investigation (GI) strategy, Think Talk Write (TTW), Group Investigation integrated with Think Talk Write (GITTW), and conventional teaching strategy on the students’ metacognitive skills empowerment in biology teaching. Sample of this research were 162 students of the first year natural science class of senior high schools in Surabaya, Indonesia, academic year 2014/2015. The students’ metacognitive skills were measured using essay questions test, given at the beginning and at the end of the research. The results of the research showed that the implementation of teaching strategies had an effect to empower students' metacognitive skills. GITTW learning strategy had the biggest effect on the metacognitive skills empowerment. TTW learning strategy could improve students’ metacognitive skills higher than GI and conventional teaching strategy. This proves that GITTW is one of the teaching strategies that teachers should use to maximise the students’ metacognitive skills empowerment. Key words: biology teaching, teaching strategy, group investigation, metacognitive skills, think talk write

scholarly journals Hubungan antara Keterampilan Metakognitif dan Retensi Siswa melalui Model Pembelajaran Problem Based Learning

2019 ◽  
Vol 4 (7) ◽  
pp. 892
Author(s):  
Warni Makmur ◽  
Aloysius Duran Corebima ◽  
Abdul Gofur
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Regression Line ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Correlation Study ◽  
Metacognitive Skills ◽  
Line Equation ◽  
The Relationship

<p class="Abstrak"><strong>Abstract:</strong> This study aimed to determine the relationship between metacognitive skills and retention of student learning outcomes, as well as the amount of contribution given by metacognitive skills to retention of student learning outcomes. This study was a correlation study. The population were all students of class X (ten) of SMAN 7 Kota Malang. The sample used was class X MIPA 2 students of SMAN 7 Malang which consisted of 34 students. The result showed that there is a relationship between metacognitive skills and retention of student learning outcomes that form the regression line equation Y = 54,712 + 0,253X with the contribution of metacognitive skills to retention of learning outcomes by 17,5%.</p><strong>Abstrak:</strong> Tujuan penelitian menganalisis hubungan keterampilan metakognitif siswa terhadap retensi siswa dan besar sumbangan keterampilan serta besarnya sumbangan yang diberikan keterampilan metakognitif terhadap retensi siswa. Penelitian ini merupakan penelitian korelasi. Populasi penelitian seluruh siswa kelas X SMAN 7 kota Malang. Sampel penelitian terdiri dari 34 siswa kelas X MIPA 2 SMAN 7 kota Malang. Pengambilan data pada saat <em>posttest</em> dan tes retensi. Temuan penelitian menunjukkan terdapat hubungan antara keterampilan metakognitif siswa terhadap retensi yang dibelajarkan dengan model PBL membentuk persamaan garis regresi Y= 54,712 + 0,253X sehingga sumbangan keterampilan metakognitif terhadap retensi siswa 17,5%.

The Effect of Teaching Strategies and Cognitive Style on Reading Comprehension

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Marlin Helentina Napitupulu ◽  
Lince Sihombing ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Factorial Design ◽  
Key Words ◽  
Cognitive Style ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Cognitive Styles ◽  
Csr Strategy

The objectives of this study were to examine whether (1) the students’ achievement on reading comprehension taught by using CSR Strategy is higher than that of taught by using REAP Strategy, (2) reading comprehension achievement of reflective cognitive style is higher than reading comprehension achievement of impulsive cognitive style, and (3) there is interaction between teaching strategies and cognitive styles on students’ achievement on reading comprehension. This study was conducted by using experimental research with factorial design 2X2. The data were analyzed by using Two-Way ANOVA. Based on the analysis, there were found that (1) CSR and REAP strategy significantly affect students’ achievement on reading comprehension, students’ achievement on reading comprehension taught by using CSR is higher than that of the students’ taught by using REAP; (2)the achievement on reading comprehension of the students with reflective cognitive style is higher than that of the students with impulsive cognitive style; and (3) there is an interaction between teaching strategies and cognitive style on students’ reading comprehension achievement. It showed that students who read with reflective cognitive style got higher result than students who read with impulsive cognitive style if they were taught by CSR, and students who read with reflective cognitive style got higher  result than students who read with impulsive reflective style if they were taught by REAP. Key words: cognitive style; reading comprehension; and teaching strategies

scholarly journals Drinking-Related Metacognitive Guidance Contributes to Students’ Expression of Healthy Drinking Principles as Part of Biology Teaching

2021 ◽  
Vol 13 (4) ◽  
pp. 1939
Author(s):  
Michal Zion ◽  
Hagit Cohen
Keyword(s):  
Everyday Life ◽  
Biology Education ◽  
Metacognitive Awareness ◽  
Learning Activity ◽  
School Students ◽  
Biology Teaching ◽  
Sweetened Beverages ◽  
Healthy Habits ◽  
Thinking Process ◽  
Metacognitive Guidance

Biology education has adopted the goal of educating future generations about sustainable, healthy habits. The current paper focuses on drinking-related nutritional literacy—the characteristic of health education that refers to aspects of healthy drinking: drinking enough water and fewer sugar-sweetened beverages (SSBs). The study aims to foster school students’ critical thinking about the quality and the quantity of what they drink in everyday life. Facilitating students’ metacognitive awareness was achieved, as they were engaged in a biology learning activity centered on the importance of healthy drinking in everyday life. The study focused on two research questions: 1. What is the contribution of drinking-related metacognitive guidance to the development of metacognitive awareness concerning healthy drinking among students? 2. What is the contribution of drinking-related metacognitive guidance to the way students express the principles and importance of healthy drinking as part of their metacognitive awareness thinking process? The findings indicate a quantitative and qualitative improvement in drinking-related metacognitive awareness among those students who received metacognitive guidance as part of biology teaching. This paper suggests that metacognitive guidance has a significant pedagogical potential to improve sustainable healthy habits among children.

scholarly journals CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING

2021 ◽  
Vol 20 (2) ◽  
pp. 184-203
Author(s):  
Milica M. Gajić ◽  
Tomka B. Miljanović ◽  
Snežana S. Babić-Kekez ◽  
Vera D. Županec ◽  
Tamara T. Jovanović
Keyword(s):  
Theoretical Analysis ◽  
Learning Styles ◽  
Teaching Strategies ◽  
School Achievement ◽  
Data Gathering ◽  
Biology Teachers ◽  
Biology Teaching ◽  
Biology Learning ◽  
Teaching Learning ◽  
Descriptive Method

Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students' school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7% male and 60.3% female) of upper-secondary school. Kolb’s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students' school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers. Keywords: descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

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