An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

Indriyanti, Nurma Yunita; Yamtinah, Sri; Muawiyah, Dyah

doi:10.3991/ijet.v15i21.12907

Cited by 12 publications

(7 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Literature [20] in the chemistry education department of a public university in Indonesia, 59 students participated in the environmental chemistry course. 29 students were randomly selected from the experimental class and 30 students from the control group.…”

Section: Related Researchmentioning

confidence: 99%

An empirical study on the effect of academic engagement on academic achievement of engineering students in colleges and universities

Liu,

Liang

2023

Applied Mathematics and Nonlinear Sciences

View full text Add to dashboard Cite

Based on the linear regression algorithm, this paper uses the basic linear regression algorithm and the kernel linear regression algorithm to construct the relationship model between academic input and academic achievement based on linear regression and to determine the independent variables, dependent variables and control variables in the model. The engineering students of East China Normal University are selected as the research object, the research instrument is determined, the research index is determined according to the survey, and the research hypothesis is proposed, and then the research and analysis design of the impact of academic input on academic achievement is completed. Using reliability and validity to test the validity of the questionnaire, the initial data of the study can be obtained by distributing the questionnaire, and correlation analysis and regression analysis are used to carry out an empirical study of academic input and academic achievement based on linear regression. The results show that the correlation coefficient between academic input and academic achievement of master’s degree students is R=0.892 and R2=0.792, indicating that the predictive variance of academic input on academic achievement is 89.2%. The effects of the dimensions under the academic input on the social adjustment dimension under the academic achievement were, in descending order, as follows: active cooperation > teacher-student interaction > educational enrichment > academic challenge > campus support. This study comprehensively analyzes the impact of academic engagement on academic achievement, and colleges and universities should change the test of students’ ability to memorize knowledge and skills to the test of students’ ability to analyze and solve problems by applying what they have learned.

show abstract

Section: Related Researchmentioning

confidence: 99%

An empirical study on the effect of academic engagement on academic achievement of engineering students in colleges and universities

Liu,

Liang

2023

Applied Mathematics and Nonlinear Sciences

View full text Add to dashboard Cite

show abstract

“…References for learning innovations and methods to improve the learning process with blended learning systems (Bi & Shi, 2019). The application of the blended learning system has a positive impact on students' metacognition, mixed learning enhances the experience through various online sources, and project assignments that can be shared (Indriyanti & Yamtinah, 2020). Support from principals, teachers to develop the relevance of varied learning on the blended learning system in schools (Tayag, 2020).…”

Section: Introductionmentioning

confidence: 99%

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Prafitasari

Sukarno

Muzzazinah

2021

International j.of Elementary Education

View full text Add to dashboard Cite

The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.

show abstract

“…One of the critical competencies that students need and must possess to maximize their academic achievement is metacognitive awareness [1], [2]. This skill refers to how a person is consciously able to manage their knowledge effectively.…”

Section: Introductionmentioning

confidence: 99%

Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

Hikmah

Sukarelawan

Nurjannah³

et al. 2021

IJSME

View full text Add to dashboard Cite

This study aims to elaborate on the interaction between students’ metacognitive awareness and the difficulty level of items in Heat and Temperature Metacognition Awareness Inventory (HeTMAI). This study uses a quantitative research method with the type of survey research. The respondents involved were 30 students and came from one the public high schools in eastern Indonesia. Metacognitive awareness was evaluated using the 26-item HeTMAI. Student responses are administered online, are voluntary and anonymous. The interaction between students’ metacognitive awareness and items in HeTMAI was analyzed using the Wright map based on the Rasch model. The analysis results show that the student’s average ability is 1.00 logit higher than the item difficulty level. The students’ abilities ranged from -1.34 to 5.98 logit, and the item difficulty level ranged from -0.51 to 0.70. In general, it appears that most students tend to agree more easily with the statements in HeTMAI.

show abstract

An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

Cited by 12 publications

References 18 publications

An empirical study on the effect of academic engagement on academic achievement of engineering students in colleges and universities

An empirical study on the effect of academic engagement on academic achievement of engineering students in colleges and universities

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Elaboration of High School Student’s Metacognition Awareness on Heat and Temperature Material: Wright Map in Rasch Model

Contact Info

Product

Resources

About