Using critical analysis to develop metacognitive ability and critical thinking skills in biology

Abstract

Possessing and developing metacognitive abilities are an essential part of the learning process. This study is a class action research on the use of critical analysis to identify its influence on students’ metacognitive abilities and critical thinking skills as well as to discover the relationship between metacognitive abilities and critical thinking skills. The sample of this study is 76 students from 217 students taking cell biology and non-vascular plants subject during the fall semester. It is a descriptive quantitative study with critical analysis assignments. Critical analysis rubric is used to collect the data of students’ critical analysis and the essay test to measure students’ critical thinking and metacognitive ability. The data of metacognitive ability and critical thinking were analyzed using regression test. The result showed there was a positive influence of the use of critical analysis to the student metacognitive abilities and critical thinking skills. The results of a simple correlation analysis of metacognitive abilities and critical thinking skills show the means value (r) of 0.904, which means that there is a strong positive relationship between the two components. The higher the student’ metacognitive skills, the higher their critical thinking skill will be.

Metacognitive awareness components of high-academic ability students in biology hybrid learning: Profile and correlation

“…Based on several previous studies, various learning models and strategies are reported to be able to empower metacognition optimally. Some of these learning models and strategies, including problem-based learning (Haryani et al, 2018;Kevin, 2011;Kuvac & Koc, 2018;Siagian, Saragih, & Sinaga, 2019), projectbased learning (Husamah, 2015;Sart, 2014;Tumewu, Wulan, & Sanjaya, 2017), learning with learning-journal implementing (Nurajizah et al, 2018), using critical analysis (Lukitasari, Hasan, & Murtafiah, 2019), classroombased learning communities and self-assessment (Siegesmund, 2016), learning with self and peer assessment (Pantiwati & Husamah, 2017), and inquiry-based learning (Nunaki et al, 2019). In addition to the application of these various learning models, teachers must also implement an assessment process that supports the improvement of students' metacognition.…”

Öğretmen Adaylarının Üstbilişsel Düşünme Becerilerinin Yordayıcısı Olarak Eleştirel Düşünme Standartları ve Akademik Öz-Yeterliklerinin Yapısal Eşitlik Modellemesi Yoluyla İncelenmesi

“…Another study conducted by Semerci and Elaldi (2014) revealed that there is a positive significant relationship between metacognitive beliefs and critical thinking skills, but the relationship can be considered as lower than moderate level. Lukitasari, Hasan and Murtafiah (2019) explored the relationship between metacognitive abilities and critical thinking skills by sampling 76 students who study in the Department of Biology Education, Indonesia and unearthed that there is a strong positive relationship between the two structures. Based on these results, it can be concluded that the development of students' critical thinking skills contributes to the development of their metacognitive thinking skills.…”

The Trend of Critical Thinking Studies in Biology Education through Online Learning: A Systematic Review

“…also use the CTS indicator from Ennis, which consists of providing a simple explanation, developing basic skills, drawing conclusions, providing a further explanation, and setting strategies and tactics (Lukitasari, Purnamasari, et al, 2019). In the same year, used the CTS indicator from Avierkieva (2015) and Arifin (2012), which consisted of grammar, completeness, the consistency of information presented, creativity, defining, and developing information (Lukitasari, Hasan, & Murtafiah, 2019). In contrast to Maryuningsih (2019), who uses the CTS indicator from Facione, which consists of interpretations, analyzes, evaluations, inferences, and explanations that produce a score of 57.49.…”