The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures

Abstract

The empowerment of metacognitive skills has an important role in increasing the capacity of critical thinking and active control of students' cognitive processes in learning. Metacognitive skills can be enhanced through the implementation of learning strategies involving higher-order thinking. The RQA, ADI, RQA integrated with ADI are constructivistic learning strategies that can accommodate these skills. The researches specifically examining the correlation between metacognitive skills and critical thinking skills at the implementation of RQA, ADI, and RQA integrated with ADI learning strategies are still rarely found. This research is a correlational research, aiming at revealing the correlation between metacognitive skills and critical thinking skills. The data of metacognitive skills and critical thinking skills are collected by using a valid and reliable essay test. The samples of this research are the fourth semester (IV) biology education students programming Animal Physiology course in the 2016/2017 academic year consisting of 109 students. The results of this research show that (1) there was a significant correlation between metacognitive skills and critical thinking skills at the implementation of the four learning strategies, (2) the regression equations analyzed using Anova obtain regression lines (not coincide), and non parallel regression lines (intersected); meaning that there is a difference in the increase rate and magnitude of the critical thinking skills influenced by the four learning strategies. It is expected that the teachers and the lecturers always strive to improve the quality of the learning process through the implementation of active and constructive learning strategies.

QASEE: A Potential Learning Model to Improve the Critical Thinking Skills of Pre-service Teachers with Different Academic Abilities

“…However, based on the corrected mean scores, the QASEE learning model has the most potential in upgrading the preservice teachers' critical thinking skills, and then followed by the RQA learning model. This finding is in line with the research results by (Amin et al, 2020;Ichsan et al, 2019;Kwan & Wong, 2015;Mahanal et al, 2019;Prayogi et al, 2019;Sari et al, 2019;Zubaidah et al, 2018) who reported that critical thinking skills could be trained by conditioning individuals in constructivist-based learning environments through the implementation of certain learning models.…”

“…Some of these aspects also appear in the RQA learning model. RQA learning model consisted of reading, summarizing, making questions, and answering questions that have been proven capable of empowering pre-service teachers' critical thinking skills (Amin et al, 2020;Thalib et al, 2017). Therefore, it is natural that the RQA learning model is found to be far more effective in improving the pre-service teachers' critical thinking skills than the conventional learning.…”

“…In addition, RQA learning model also includes the component of reading strategies which is believed to bridge pre-service teachers to become critical thinkers (Akkaya, 2012). The self-questioning activity in the RQA learning model is also considered as a metacognitive strategy, and the application of metacognitive strategy contributes to the improvement of critical thinking skill levels (Amin et al, 2020;Lai, 2011).…”

“…RQA (Reading, Questioning, and Answering) learning model has been proven effective to improve pre-service teachers' critical thinking skills (Amin et al, 2020;Thalib et al, 2017). The syntax of the RQA learning model consists of reading, questioning, and answering activities that are primarily developed to make the pre-service teachers better prepared to participate in learning (Thalib et al, 2017).…”

The Influence of Process Oriented Guided Inquiry Learning (POGIL) Model Assisted by Realia Media to Improve Scientific Literacy and Critical Thinking Skill of Primary School Students

“…The scientific literacy will be a provision for students in facing up complex global challenges (Hurd, 1998;Knain, 2015;Meldawati, 2017;Murnane et al, 2012). Meanwhile, critical thinking reinforces the students for being strong problem solvers (Amin et al, 2020;Saputro et al, 2020), impeccable decision makers and people who never stop learning (Florea & Hurjui, 2015;Moon, 2007;Ricketts, 2003). The critical thinking is also very important to be owned by each person (Hasan et al, 2019;Hayati & Berlianti, 2020;Maryuningsih et al, 2020;Permana et al, 2019).…”