Abstract
ICT-based learning provides opportunities for teachers and students to learn digitally, as well as letting the students become autonomous learners. One of the efforts to actualize such typical learning mode is to provide digitalized learning media, such as e-Books. An e-Book of metacognitive learning strategies aimed to train students’ metacognitive skills that emphasized self-regulated learning in order to make them become autonomous learners. This study was objected to describe the e-Book of metacognitive learning strategies in designing, implementing, and evaluating students’ metacognitive skills in a learning process. The e-Book was designed using ADDIE development model and used during the innovative learning I course for 84 biology students at Universitas Negeri Surabaya. The data were analyzed using descriptive-qualitative approach. The results showed that the e-Book’s validity was in a very good category. It also conveyed level 15 of readability according to the students and was responded very well with a positive response of 96%. Other findings depicted that the students’ metacognitive learning outcomes and students’ self-regulation were in a good category. Hence, the e-Books had the potential to be used in a digital learning mode as well as training students’ metacognitive skills and self-regulation.
Highlights
In the digital era, Information and Communication Technology or ICT has been rapidly developed in various fields, including but not limited to the field of education.Along with its development, ICT is absolutely essential in fostering education quality (Alam & Ujjwal, 2017)
The results showed the results of the design and application of the electronic book (e-Book) of metacognitive learning strategies in innovative learning in terms of the e-Book validity and readability, student’s responses to the developed e-Book, and metacognitive learning outcomes and student’s self-regulation
The e-Book of metacognitive learning strategies consisted of front and back pages, introduction words, table of contents, e-Book features, description of metacognitive strategies in four chapters covering (1) introduction to metacognitive learning strategies, (2) how to learn with metacognitive strategies, (3) how to teach metacognitive strategies, and (4) assessment of metacognitive strategies, as well as a glossary and bibliography
Summary
Information and Communication Technology or ICT has been rapidly developed in various fields, including but not limited to the field of education.Along with its development, ICT is absolutely essential in fostering education quality (Alam & Ujjwal, 2017). The use of ICT can be revealed through students’ activities, such as using Internet access via gadgets or other electronic devices. These activities were carried out to obtain new information and knowledge (Herman, 2013). Browne and Mary (2012) stated that e-Book is a transition from printed to digital books, and equipped with additional features that can support learning activities, so that they can improve student’s learning outcomes (Akpokodje & Ukwuoma, 2016; Suyatna, 2020; Tsai, Lin, & Lin, 2017) Liu, and Kinshuk (2015) stated that there is a need to use and apply e-Book to support the classroom learning process. e-Book is a transitional textbook published in electronic form and not printed on paper (Daradkeh, Selimi, & Gouveia, 2012). Browne and Mary (2012) stated that e-Book is a transition from printed to digital books, and equipped with additional features that can support learning activities, so that they can improve student’s learning outcomes (Akpokodje & Ukwuoma, 2016; Suyatna, 2020; Tsai, Lin, & Lin, 2017)
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