Abstract
This study examined the effect of integrating SQ4R reading technique with graphic post organizers on the students’ Earth and Space Science learning achievement and development of metacognitive knowledge. The pretest-posttest non-equivalent control group design was employed in this quasi-experimental method. The sample which consists of 103 seventh grade of secondary school students of SMPN 1 Pontianak was drawn by using intact group random sampling technique. An achievement test and a questionnaire of Reading-Self Awareness were administered. The findings assert that there are significant difference of students’ achievement (F=5.594, p ‹ 0.05) and development of metacognitive knowledge (F= 13.906, p ‹ 0.05) among groups after having received the three distinctive treatments. Integrating SQ4R reading technique with graphic post organizers reveals an effective impact on the academic achievement (ES= 0.69) and the metacognitive knowledge in reading text (ES = 0.48). It confirms that a science teacher has to execute and model metacognitive strategies intentionally.
Highlights
In this twenty-first century, the world is changing rapidly
The result shows that there were no significant differences between students’ academic achievement of Earth and Space topic and metacognition knowledge of the students in reading text before making the manipulation of the treatments in this study
The results show that integrating SQ4R reading technique with graphic post organizers brought a significant difference in the development of metacognitive knowledge between those three distinctive treatments
Summary
In this twenty-first century, the world is changing rapidly. It is unrealistic to prepare a literate science-information-technology people in the future if based only on facts and concepts of the content areas that students acquired during school years. A new situation and problem they faced in their daily lives required appropriate and satisfactory solutions. Fogarty (1994) confirmed that metacognitive skills are needed when habitual responses are not successful. The hub of school is an ideal place to develop students’ metacogniti-. Metacognition is the central aims of current research (Zohar & Barzilai, 2013; Jiang & Grabe, 2017) and the core objectives of science teaching and learning (Coll, et al, 2005; Mitchell, 2015). The call for developing metacognitive skills in the school disciplines is stated explicitly in the Curriculum 2013 presently implemented in
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