Kesadaran metakognitif siswa setelah mengikuti pembelajaran modifikasi cooperative script dipadu Hybrid-PjBl

Abstract

Empowering students’ metacognitive awareness is among the 21st century learning strategies. This research aims to determine the profile of students’ metacognitive awareness in Biology subject through the implementation of Cooperative Script (CS) modification strategy combined with Hybrid-PjBl. It employed quantitative method with the participants of students from XI IPA SMA 5 Malang. The instrument for data collection was Metacognitive Awareness Inventory, with descriptive statistics and Pearson Product Moment as data analysis techniques. Results show that 20% of students’ metacognitive awareness was in the “very good” category; 40% of students in the “good” category; while the remaining 40% were in the “fair” category. Based on more detailed analyses, one component of metacognition is classified as “fair”, six components are classified as “good”, while the rest is classified as “very good”. Most metacognition components are correlated with each other. These findings indicate that Biology learning with CS modification combined with Hybrid-PjBL potentially empowers students’ metacognitive awareness.

Analysis of Metacognitive Approach to The Mathematics Reasoning Ability of Students of State Elementary School of Pamulang 01

“…Awareness in learning mathematics is needed because the metacognitive approach itself is a learning approach that emphasizes students' selfawareness in monitoring themselves when learning. It is in line with the opinion of Jankowski and Holas (2014) that good metacognitive students have more foundation in thinking about what is being done and know the reasons for doing it (Nurwidodo et al, 2021) Furthermore, students at the age of sixth grade of elementary school had not been able to learn independently to solve the problems presented in a question (Setiadi et al in Munaji & Setiawahyu, 2020). Because this metacognitive approach is closely related to independent learning and problem-solving, it aligns with the opinion of Ferrari and Sternberg (Santrock in Nurfaizah et al, 2015), who argued that metacognitive knowledge involves monitoring and reflecting one's thoughts.…”

“…On the other hand, the metacognitive ability is awareness of one's cognition, how cognition works, and how to manage it (Erlin et al, 2021). With good metacognitive awareness, students have a better foundation for thinking about what is being done and knowing its reasons (Jankowski & Holas, 2014;Nurwidodo et al, 2021). Metacognitive skills are related to abilities obtained from monitoring, guiding, and controlling one's learning process and behavior in solving problems (Zohar, 2012;Sembiring et al, 2021).…”

Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL

“…One learning model that can empower metacognitive skills is project-based learning (PjBL). This statement is reinforced by several previous studies reporting that this model significantly affected students' metacognition (Nurwidodo, Aisyah, & Fauzi, 2021;Pratiwi, 2018;Zarouk, Olivera, & Khaldi, 2020). PjBL learning stages that require students to present their works can improve their metacognition (Zarouk et al, 2020).…”