Effects of the metacognitive learning strategy on students’ metacognitive knowledge and achievements in electrolyte and non-electrolyte solution

Abstract

This study aimed to investigate the effects of metacognitive strategy on students’ metacognitive knowledge and achievements. The design of this study was a quasi-experimental with nonequivalent control group design. The research subjects were two classes of 11th-grade public high school students in Malang Regency, Indonesia. One class was taught with the metacognitive strategy (MS), and another class was taught with expository learning based on Independent Learning Activity Unit (EL-ILAU). The instrument used was an objective achievement test (reliability, r = 0.614) which was equipped with three questions to measure students’ metacognitive knowledge. Scoring of the quality of students’ metacognitive knowledge was carried out by two raters. Data on students’ metacognitive knowledge and achievements were analyzed descriptively and inferential statistics. The results of this study were: (1) the metacognitive strategy (MS) influences the students’ metacognitive knowledge and learning achievements. The mean scores of students’ metacognitive knowledge and achievements learned by MS x¯=47 and x¯=58 were higher than students who were taught by EL-ILAU x¯=36 and x¯=49 respectively; (2) MS was more effective at increasing students’ achievement than EL-ILAU with Cohen’s d-effect sizes is 3.45 and 1.91, while N-Gain is 0.47 and 0.32, respectively. Metacognitive learning strategy facilitates development and use of students’ metacognitive knowledge, which has an impact on increasing understanding of the material being studied.