Analysis of pre-service biology teachers’ metacognitive skills on invertebrate zoology

Abstract

This study aims at obtaining pre-service biology teachers’ metacognitive skills in invertebrate zoology. A number of pre-service biology teachers that take invertebrate zoology course at a state university in Sumatera, Indonesia, were involved as participants in this study. Data on metacognitive skills were collected using metacognitive skills instrument test that have been developed. The data obtained were processed by calculating the percentage (%) for each indicator of metacognitive skills. Results show that the value of pre-service biology teachers’ metacognitive skills on invertebrate zoology are 4.86. For each indicator of metacognitive skill composition were no logic, no systemic, no analyse/evaluate/create (64.56%); no logic, no systemic, less analyse/evaluate/create (31.60%); no logic, no systemic, have analyse/evaluate/create (2.53%), and no logic, have systemic, have analyse/evaluate/create (1.27%). Based on the results of this study, it is suggested that pre-service biology teachers’ metacognitive skills in invertebrate zoology was very low. In order to repair pre-service biology teachers’ metacognitive skills, it is needed revision on instructional strategies for invertebrate zoology course.