Improving learning process in genetics classroom by using metacognitive strategy

Susantini, Endang; Sumitro, Sutiman Bambang; Corebima, Aloysius Duran; Susilo, Herawati

doi:10.1007/s12564-018-9540-y

Cited by 11 publications

(6 citation statements)

References 32 publications

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“…Zubaidah, et al (2018) reveal that the implementation of the cooperative GI model could improve students' thinking skills and scientific attitudes. This is in accordance with Sihombing, et al (2018) and Susantini, et al (2018) that the cooperative GI model involves highorder thinking skills in completing tasks. The research results on TTW, Ansari (2004) and Hosseini, et al (2018) on mathematics learning, Ozsoy & Ataman (2009) on biology learning and Zulkarnaini (2011) on Indonesian language learning reported that the TTW learning strategy improved students' concept gaining and communication, problem-solving skills, learning activities and critical thinking skills.…”

Section: Gittw (Group Investigation Integrated With Think Talk Write) Learning Strategysupporting

confidence: 90%

Enhancing Self-Regulation Skills through Group Investigation Integrated with Think Talk Write

Listiana¹,

Raharjo²,

Hamdani³

2020

INT J INSTRUCTION

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This study aims to (1) determine the difference between the improvement in students' self-regulation skills before and after the implementation of the GITTW learning strategy, and (2) describe students' perception of the skills of selfregulation before and after the implementation of the GITTW learning strategy. This is pre-experimental research using a one-group pre-test-post-test design. The population was made up entirely of students in their sixth semester at the Biology Education department who programmed the Physiology Anatomy of Human Body course in the 2017/2018 academic year in the Teacher Training and Education Faculty at University of Muhammadiyah Surabaya, Indonesia. The samples comprised of 20 students from one class. The data of students' self-regulation skills were obtained from the score of an essay test and inventory method. The data were analysed using descriptive and inferential statistics with the N-gain test. The results showed that the students' self-regulation skills improved after the implementation of the GITTW learning strategy. This can be seen from the average pre-test score of 36.2, the post-test score of 74, the average gain of 37.8 and the average N-gain of 0.60 included in the medium category. The average inventory self-regulation skills score before the implementation of the GITTW learning strategy reached 76.57%, including the strong category, and after it reached 80%, including the very strong category.

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Section: Gittw (Group Investigation Integrated With Think Talk Write) Learning Strategysupporting

confidence: 90%

Enhancing Self-Regulation Skills through Group Investigation Integrated with Think Talk Write

Listiana¹,

Raharjo²,

Hamdani³

2020

INT J INSTRUCTION

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“…Moreover, they have a clear concept of succeeding in a specific assignment (Janssen & Driel, 2017). Ocak & Ahmet (2013) and Susantini et al (2018b) state that the use of an effective strategy is essential and have a positive way of achieving better learning attainments.…”

Section: Relevancy Between Assessment Technique and The Learning Objementioning

confidence: 99%

Enabling Indonesian Pre-Service Teachers to Design Biology Learning Tools Using Metacognitive Strategy

Susantini

Indana

Isnawati

et al. 2019

JPII

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Pre-service biology teachers are required to be able to design innovative learning tools, which include lesson plans, student worksheets, and assessment. Metacognitive strategy, along with the assistance of Self Understanding Evaluation Sheet (SUES), could be considered to help them construct the learning tools. This study intended to train pre-service biology teachers' skills in designing biology learning tools. It employed a one-shot case study design with 36 biology pre-service teachers at Universitas Negeri Surabaya, Indonesia, involved as participants. The implementation of the metacognitive strategy included revealing pre-service teachers' prior knowledge, determining confidence, writing new knowledge, contrasting the prior knowledge with the new knowledge, and evaluating their understanding using the SUES. Results showed that all pre-service teachers were skillful in designing biology learning tools, of which the scores given by the lecturer and themselves showed the insignificant difference. Another finding portrayed that the pre-service teachers provided positive feedbacks as a response to the implementation of metacognitive strategy during the learning process in designing biology learning tools.

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“…Metacognitive activities include planning, monitoring, and reflexing (Livington in Iskandar, 2014). Metacognitive strategies can be applied to encourage students to become independent learner and as an effort to acquire meaningful learning (Susantini et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Implementation of E-LKPD by using Know-Want-Learned (KWL) Strategy on Genetic Material Topic to Train Metacognitive Skills

Nisa

Susantini

2021

BioEdu

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The high school curriculum encourages students to have metacognitive skills. Genetic is one of the materials in biology that train metacognitive skills. Since the outbreak of Covid-19, the learning system has changed into online learning that causing new problems, such as teaching materials that are not able to facilitate students to train metacognitive skills. Teaching materials in the form of electronic student worksheet (E-LKPD) by using Know-Want-Learned (KWL) strategy assisted by the application of Ms. Office Word can be used to facilitate online learning. This research aims to describe the effect of implementing E-LKPD by using Know-Want-Learned (KWL) strategy on learning outcomes and student’s metacognitive skills. This study was conducted online using One Group Pre-test Post-test Design which was carried out at SMA Negeri 3 Tuban on 30 students on XII MIPA 1. The results showed that the implementation of learning obtained an average of 100% in the very practical category. The student’s responses obtained an average of 96.7% in the very practical category. Learning outcomes based on the pre-test and post-test score obtained the N-Gain Score’s average of 0.6%. The completeness of the item indicators with sensitivity score of ≥ 0.30. Metacognitive skills based on the average of increasing metacognitive score from poor category to the very good category. Thus it can be concluded that E-LKPD by using KWL strategyas a solution for the lack of material in the outbreak of Covid-19 is practical and effective to be applied in online learning to train metacognitive skills. Keywords: E-LKPD, metacognitive KWL, online learning.

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Improving learning process in genetics classroom by using metacognitive strategy

Cited by 11 publications

References 32 publications

Enhancing Self-Regulation Skills through Group Investigation Integrated with Think Talk Write

Enhancing Self-Regulation Skills through Group Investigation Integrated with Think Talk Write

Enabling Indonesian Pre-Service Teachers to Design Biology Learning Tools Using Metacognitive Strategy

The Implementation of E-LKPD by using Know-Want-Learned (KWL) Strategy on Genetic Material Topic to Train Metacognitive Skills

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