Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result?

Abstract

The level of the students' cognitive learning results is influenced by their ability in managing and evaluating their learning activities, known as metacognitive skill ability. This investigation was a correlational investigation designed at investigating the connection among metacognitive skills. However, the study linked to the connection among the 2 variables by the implementation of ERCoRe model has not been conducted yet, because ERCoRe learning model is included as a new learning model. This remained quasi-experimental by means of pretest and posttest nonequivalent switch project of 2x2. This research was analyzed by Regression. The samples of this research consisted of 66 pupils of Senior High School in Pangkep District, Indonesia. The results of this research find that the ERCoRe learning model has a very strong contribution (85.6%) and the linear regression equation is Y =0.880X + 13.11 related to the connection among metacognitive skills and cognitive knowledge results of Senior High School. Therefore, this model can be used as a reference for teachers to improve their students' cognitive learning results.

Digital Flipbook Imunopedia (DFI): A Development in Immune System e-Learning Media

“…14, No. 19, 2020 141 Learning media could help visualize the abstract immune system concept thus facilitate students in mastering the biology concept [46], [47].…”

The correlation between metacognitive skills and scientific attitudes towards the retention of male and female students in South Sulawesi, Indonesia

“…The instruments in this research were used to measure students' metacognitive skills, scientific attitudes, and retention. The students' metacognitive skills and concept gaining were measured using an integrated essay test [48], with open-ended assessment pattern in Environmental Knowledge Course. The essay test consisted of 14 test items which had been declared valid and reliable.…”

“…The classroom learning activities were conducted for 16 meetings, in which two meetings were used for tests and 14 meetings were for learning activities. The rubric for metacognitive skills in this research referred to the developed metacognitive skill score rubric [48]. The rubric included eight measures (0-7), which were used to evaluate students' responses to each test item.…”

Pre-services biology teachers: correlation of metacognition awareness with the ability to design experiments through vee diagram

“…Therefore, when accomplishing a laboratory investigation that begins to design an experiment, cognition knowledge consisting of declarative knowledge, procedural knowledge, and conditional knowledge must be reflected during the group discussion process about determining suitable the headlines questions for the investigation (Lestari, Ristanto, & Miarsyah, 2019). Cognition regulation must also appear during planning experiments, carrying out experiments, and evaluating results (Hudha, 2011;Ismirawati, et al, 2020). Through cognition regulation, students can determine strategies that are not appropriate and improve them by determining new strategies (Sele, 2019;Kipnis & Hofstein, 2008).…”

“…Practice in the laboratory often cognitively loads students with too many things to remember (Hudha, 2011;Ismirawati, et al, 2020). Work-lab can be successfully carried out to encourage conceptual change if laboratory activities focus on the qualitative process in terms of focusing their thinking processes (Hindriana, 2016, Hudha, 2011.…”