Discovering Learning Strategy to Increase Metacognitive Knowledge in Biology Learning in Secondary School

Y Herlanti,A Sofyan,R Wahyuningtias,M Iqbal,E Mahardini,Y Mardiati

doi:10.15294/jpii.v6i1.9605

Y Herlanti, A Sofyan + Show 4 more

Open Access

https://doi.org/10.15294/jpii.v6i1.9605

Copy DOI

Abstract

<p>The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.</p>

Highlights

Metacognitive knowledge is an important component in the accomplishment of Indonesian graduation standard in 2013 curriculum
Metacognitive knowledge is a new dimension in Indonesian graduation standard
In X3 group more than 80% students show improvement in their metacognitive knowledge. It means that the learning strategy applied in this group is categorized as effective to increase students’ metacognitive knowledge as the one used in X4 and X5 groups.This is indicated by the absence of a significant difference between the groups X3 with X4 and X6 on Tukey’s test (Table 5)

Summary

INTRODUCTION

Metacognitive knowledge is an important component in the accomplishment of Indonesian graduation standard in 2013 curriculum. Conditional knowledge refers to knowledge concerning when and why to use strategies to solve problems To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: declarative, procedural, and conditional. This notion of three kinds of knowledge applies to learning strategies (Pierce, 2003). Evrekli, Balim, & Inel (2009:2279) presented that mind map can facilitate to recall knowledge and conceptions and the interrelations set between them Another learning method that is related to metacognitive is problem-based learning (PBL). The strategies are concept mapping, reciprocal teaching, problem-based learning and group investigation learning

METHODS

AND DISCUSSION

Virus is science virus which Determining how

Findings

CONCLUSION