The influence of connecting, organizing, reflecting, and extending (CORE) learning model toward metacognitive abilities viewed from students’ information literacy in physics learning

Abstract

The term metacognitive behavior describes the habits of students in solving problems which refers to how well they organize their learning systems. This study tried to apply a learning model that can improve metacognitive abilities classified based on students’ information literacy. The research method used was a 2 x 2 factorial quasi-experiment with a non-equivalent control group design. The simple random sampling technique was used as the sampling technique. The experimental class consisted of 30 students taken from class XI MIA 8 while the control class consisted of 30 students taken from class XI MIA 6. The research instrument was a test in the form of essay questions to measure students’ metacognitive abilities. Information literacy questionnaires and observation sheets were employed to see the implementation of the CORE model. Based on the results of the hypothesis test, it was found that there were differences between high information literacy in the CORE learning model and high information literacy in the PBL learning model, there were differences between the low information literacy in the CORE learning model and the low information literacy in the PBL learning model, there were differences between the high information literacy in the CORE learning model and the low information literacy in the CORE learning model, there were differences between the high information literacy in the PBL learning model and the low information literacy in the PBL learning model, and there was no interaction between the CORE learning model and information literacy on metacognitive abilities.