Empowering Students’ Metacognitive Skills Through New Teaching Strategy (Group Investigation Integrated With Think Talk Write) in Biology Classroom

Listiana, Lina; Susilo, Herawati; Suwono, Hadi; Suarsini, Endang

doi:10.33225/jbse/16.15.391

Cited by 34 publications

(26 citation statements)

References 26 publications

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“…Analysis of several previous studies reported that blended learning and PjBL were quite influential in improving students' creative thinking skills (Yustina et al, 2020), students' metacognitive behavior (Listiana et al, 2016), problem-solving abilities (Nawani et al, 2019), and generic science skills (Haviz et al, 2018). It also encourages creativity (Lucas, 2016) and positively correlates with teacher analysis skills (Aslan & Zhu, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, exploring learning models is essential to improve thinking skills (Fitriani et al, 2019;Maryuningsih et al, 2019). The learning model must be designed appropriately to accustom students to think at higher levels (Listiana et al, 2016). Strengthening HOTS can be achieved when students actively understand and integrate knowledge with their experiences (Anderson & Krathwohl, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills

Hujjatusnaini

Corebima

Prawiro

et al. 2022

JPII

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Educational institutions are required to prepare competent and competitive pre-service teacher graduates who have skills according to the needs of the 21st century. This study aims to find the effect of blended Project-Based Learning (PjBL) integrated with 21st-century skills on higher-order thinking skills of students as pre-service biology teachers on immunology. This research is an experimental study with a mixed method, in which the qualitative observation data used a questionnaire with self-assessment and peer assessment methods supported by experimental data using the HOTS instrument analyzed quantitatively. The application of blended PjBL integrated with 21st-century skills used a quasi-experimental research method with a quantitative descriptive approach. Pre-service teachers in this study are still studying at educational institutions, especially teacher faculty, and categorized as pre-service teachers. The research sample was students taking the immunology course in the Biology Education Study Program. They were 57 students from IAIN Palangka Raya, 60 students from Universitas Palangka Raya, and 83 students from Universitas Negeri Malang. Student grouping based on the initial ability of HOTS is carried out in all groups from which the student sample is referred to as a cluster. The total sample of 200 people was then grouped into three groups based on their basic abilities, namely low-level class, medium-level class, and high-level class. The study results proved that the blended PjBL integrated with 21st-century skills significantly affected students' high-level thinking skills based on the paired sample test (Sig. 2-tailed 0.0000.05). The mean value in the experimental group (75.53) and the control group (56.35) strengthens the data significance of students' higher-order thinking skills based on the N-Gain value and the independent sample T-test. The findings of this study are that blended PjBL integrated with 21st-century skills can increase HOTS on indicators of evaluating (78.15) and creating (79.21). This blended learning integration can be used as an innovative learning model solution to increase pre-service biology teachers' higher-order thinking skills according to the demands of 21st-century skills.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills

Hujjatusnaini

Corebima

Prawiro

et al. 2022

JPII

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“…In fact, many previous studies have examined the 21 st century skills for prospective biology teachers in public universities. The writers found a number of previous studies that have studied about 21 st century skill for prospective biology teachers in public universities, such as critical thinking (Maryuningsih et al, 2019;Fitriani et al, 2019), metacognitive (Chang et al, 2020;Listiana et al, 2016), ICT (Aslan & Zhu, 2017), problem-solving (Nawani et al, 2019), generic science skill (Haviz et al, 2018), and creativity (Lucas, 2016). Maryuningsih et al (2019) conducted quasi-experimental research to investigate the level of critical thinking skills (CTS) of 37 PBTs through online genetic discussion forums, and the results of the research showed that the level of critical thinking skills of PBTs increased based on the nature of chromosome inheritance learning through online discussion forums.…”

Section: Introductionmentioning

confidence: 99%

“…Chang et al (2020) conducted a study of metacognitive inquiry activities to teach the central dogma concept of DNA replication and protein synthesis based on the metacognitive learning cycle (MLC) for students, and the results of this study showed that students' metacognition was expressed during the investigation process. Listiana et al (2016) conducted quasi-experimental research to compare the effect of group investigation (GI) strategy, think-talkwrite, group investigation integrated with think talk write and conventional method on the students' metacognitive skills empowerment in the biology classroom, and the results of the research showed that the implementation of teaching strategies had an effect to empower students' metacognitive skills.…”

Section: Introductionmentioning

confidence: 99%

Assessing Prospective Biology Teachers (PBTs) Perceptions on Thinking as a 21st Century Skill: A Case Study at Islamic University

Haviz

Lufri

Maris

2020

JPII

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The explanatory mixed-method was conducted to assess prospective biology teachers’ (PBTs) perceptions on thinking as 21st century skills. Data were collected using a quantitative survey method, and an interview with PBTs from Islamic University. 168 (14 men and 154 women) of 195 PBTs participated in filling out the questionnaire. The questionnaire consisted of 24 statements of aspects of critical thinking, problem-solving, creativity, metacognition of the 21st century skill. The confirmatory factor analysis (CFA) and alpha Cronbach tests were used to determine the quality of the instrument. Statistic descriptive, ANOVA, and correlation tests were conducted to analyze the quantitative data. Triangulation was conducted on the results of the interview. The results of the study indicate that (a) most male and female PBTs at Islamic universities have high skills in critical thinking and metacognition; (b) most male and female PBTs at Islamic universities have insufficient skills in problemsolving and creativity skills; (c) the results of this study also showed that there is no relationship between gender and PBTs skills. This study suggested that teachers and education managers in Islamic universities need to apply integrative learning by paying attention to the skills needed by PBTs. Learning applied in classrooms should be based on 21st century skills.

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“…This model can effectively encourage group collaboration in the inquiry process, encourage a better understanding of the topics they are studying. It also provides the amplest opportunity for students to determine what and how they will learn [27], become independent learners [28], and develop critical thinking skills [29], [30].…”

Section: Introductionmentioning

confidence: 99%

Group investigation model to improve interpersonal skills

Ainiyah

Erviana

Marzuki

et al. 2022

IJERE

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<p><span>This study aimed to prove the effectiveness of the application of the group investigation learning model in improving students' interpersonal skills. The sample of this study was 116 students, which was determined by a simple random sampling technique. This experimental research used pre-test post-test Control Group Design. Data were obtained by direct observation of the interpersonal skills of students during the learning process. Final observation score of interpersonal skills is 0.026 and the t value count greater than t table (2.272>1.980). Thus, there are differences in interpersonal skills between the experimental class and the control class. This means that the use of the group investigation model is effective in improving students' interpersonal skills.</span></p>

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Empowering Students’ Metacognitive Skills Through New Teaching Strategy (Group Investigation Integrated With Think Talk Write) in Biology Classroom

Cited by 34 publications

References 26 publications

The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills

The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills

Assessing Prospective Biology Teachers (PBTs) Perceptions on Thinking as a 21st Century Skill: A Case Study at Islamic University

Group investigation model to improve interpersonal skills

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