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

Abstract

Practice plays a role in explaining theory through the form of laboratory activities. Practice in the form of investigation, such as designing experiments, is a form of practice that focuses on the thought thinking process compared to the verification practice. Designing experiments in the form of the Vee diagram are a practice that develops the thought process and metacognition awareness, and it has been one of the factors associated with design experiments. This study aimed to analyze the correlation of metacognition awareness towards the ability to design experiments that are outlined in the form of a Vee Diagram. The method used was correlational research that measured the relationship between metacognition awareness indicators. It consisted of declarative knowledge, procedural knowledge, limited knowledge, and cognition regulation with the ability to design experiments. The sampling technique used purposive sampling with 28 students of the third semester of a private university in Kuningan. Instruments in this study consisted of the Vee Diagram rubric and the Metacognitive Awareness Inventory (MAI) for metacognition awareness. The results showed that there was a correlation between declarative knowledge, procedural knowledge, limited knowledge, and cognition regulation simultaneously with the ability to design experiments by 63.4%. The remaining 36.6% came from other factors.

Student’s scientific literacy on environmental pollution material based on SETS learning approach combined with Vee Diagram

“…These are good at making students in logical thinking and improve learning outcomes. In addition, Vee diagrams provide students to build connections between theoretical knowledge and work lab activities (Handayani & Widiantie, 2020). From these results the students are skilled in making focus questions, data/events, recording and transformation of data as well as claim value, however, the concepts and claim knowledge are still lacking.…”

The Trend of Metacognition Research Trend in Learning Biology in Indonesia

“…The context taken in a metacognition study greatly determines the use of instruments in data collection [34]. Based on data analysis, it shows that the instruments used in metacognition research in Indonesia, especially in the field of biology education, use questions; [35]; [36], MSI [23], MAI [14,15,22,37,[38][39][40]; [8,41]; [42,43], Questionnaire Sheet [26]; [10], Observation Sheet [44]; [45] and some articles do not define clearly [46] an [13].…”

The correlation between metacognitive awareness and cognitive learning outcomes based on gender of biology education students

“…Therefore, the results of this research show that the metacognitive awareness of male students develops more quickly than the metacognitive awareness of female students. There exists a significant correlation of 63.4% between declarative knowledge, procedural knowledge, limited knowledge, regulation of cognition, and the ability to design experiments (Handayani & Widiantie, 2020). Gender is a variable that exerts a beneficial influence on the metacognitive skills of students, with female students demonstrating a higher level of awareness (Adiguzel & Orhan, 2017).…”