Flipped Classroom Assisted with Schoology Applications to Support Student Metacognition Skills

Thinking styles and metacognition are related as they both have the same space in assessing one’s own abilities. Metacognition and thinking styles have an important role in unlocking the potential of physics problem solving. The objective of this study is to investigate the relationship between metacognition, thinking styles (particularly those proposed by Gregorc), and physics problem solving. The study involved a cohort of 364 students who were pursuing a physics degree at Tadulako University. The results indicated that metacognition behavior exhibited in the process of solving physics problems was classified as high category. The most dominant thinking style was abstract sequential, while the least was concrete random. The data analysis showed a significant difference in metacognition behavior between groups categorized by thinking style. Specifically, the concrete sequential (SK) group exhibited a significant difference with the abstract random (AA) group. These results provide further understanding of how metacognition and thinking styles play a role in physics problem solving. This study contributes significantly to comprehending the connection between metacognition, thinking styles, and the successful resolution of physics problems. The insights gained provide prospects for formulating more efficient physics learning methods that will ameliorate students' aptitude in tackling physics problems.

Section: Description Of Metacognitionmentioning

confidence: 99%

Metacognition and Thinking Style: Unlocking the Potential of Physics Problem Solving

Haeruddin,

Werdhina,

Jarnawi

et al. 2023

“…Through e-modules, students can engage directly in simulations, virtual experiments and other multimedia content that enriches their learning. This not only makes learning more interesting, but also facilitates a deeper understanding of biotechnology applications in daily life and industry (Nurdiyanti & Wajdi, 2023). Thus, the use of e-modules to integrate biotechnology materials is a strategic step in improving the quality of biology education and equipping students with knowledge and skills that are relevant to the demands of the times (Jusniar, 2023).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of E-Module STEM Biotechnology to Empower Metacognitive Skills and Science Process Skills of High School Students with Low Academic Ability in Industrial Agriculture Areas

Siswati,

Prihatin,

Aloysius

2024

Metacognitive skills are vital for empowering students, especially in subjects like biology that are intertwined with scientific activities. Science process skills are crucial for enhancing the learning process in science. This study aimed to assess the impact of STEM e-modules in Biotechnology on metacognitive and science process skills among students in the industrial agricultural sector, particularly those with low academic proficiency. The research followed a quasi-experimental, non-equivalent control group design with a pretest-posttest research structure. The study population comprised public high schools in Jember, with class XII students from SMAN 1 Jember selected as the sample through cluster random sampling and class equivalence testing using ANOVA. Data collection involved essay tests, and prerequisite tests ensured homogeneity and normality. Hypothesis testing employed a two-way ANCOVA at a 0.5% significance level. The findings revealed that significant differences in metacognitive and science process skills when STEM e-modules were used in Biotechnology material, variations in metacognitive and science process skills based on students' academic abilities, and an interaction between STEM e-modules and academic ability on metacognitive and science process skills. This research suggests exploring the effects of STEM Biotechnology e-modules and academic ability on other dependent variables.

“…(4) Teachers must increase technological literacy by using a variety of ICT. Some research found that LMS with the SNS improved pedagogical, social, and cognitive skills (Hidalgo et al, 2019), and then LMS integrated flipped classrooms, improving students' metacognitive skills (Nurdiyanti & Wajdi, 2023). And there was a positive influence on the use of blended learning like Edmodo (Budyaningsih & Fikroh, 2023).…”

Section: Introductionmentioning

confidence: 99%

Effect of CLWD-Flipped Classroom on Student Learning Outcomes: A Quasi-Experimental Study

Putra,

Utami,

Kaspul

2023

Most teachers agree to implement LMS for learning Biology, but some of them still have difficulties. Most of them thought that LMS helped reduce learning loss after pandemic covid-19. One of them is using a Learning Management system (LMS). CLDW (Culture Literacy Digital Wetland) is one of the innovations as a learning for students. CLDW helps students and teachers improve their activities during online learning, such as discussions. A flipped classroom with a learning management system Systems-based flipped classrooms produce positive learning. CLDW-Flipped Classroom was designed in two phases, namely: first phase; out-of-class was marked by students using CLDW as teaching materials, and second phase; in-class was marked by conducting face-to-face learning in class The research used quasi-experimental research with a non-equivalent control group pretest-posttest design. The population of all students in 3 schools then consists of students in SMAN 4, SMAN 7, and MAN 2. The students are class X high school. Sampling was done by selecting two classes that were used as the control class and the experimental class. It is concluded that there is a significant effect on learning outcomes from integrating CLDW in the flipped classroom for learning biology. Overall, using CLDW-flipped classrooms has an effect on improving learning outcome. Flipped classrooms create effective classrooms through interaction with learners. Moving some aspects of the learning process to create extra time for active learning activities through teacher-led class discussions