Abstract Metacognition is a critical cognitive skill in learning science. Numerous studies indicate that learners with high metacognitive abilities tend to excel in scientific skills, such as their capacity to construct scientific models. This study aims to compare students’ ability to construct concept-process models before and after participating in analogy-based learning using the Focus-Action-Reflection (FAR) method on the topic of metabolism. Additionally, the study investigates the relationship between students’ ability to construct conceptual process models and their metacognitive skills. The sample consisted of 137 second-year students enrolled in a basic biochemistry course, selected through cluster sampling. The research instruments included a process model construction assessment and the Metacognitive Awareness Inventory (MAI). The data were analyzed using paired sample t-tests and correlation analysis. The results showed significant improvement in students’ ability to construct conceptual process models, with an average learning gain of 16.5 %. Statistical analysis indicated a significant increase in test scores after the instructional activities. Furthermore, Spearman’s correlation analysis revealed a positive relationship between learning progress and metacognitive skills, particularly in the use of information management strategies (IMS) and debugging strategies (DS). These findings emphasize the importance of integrating metacognitive skill development into science education, particularly in fostering students’ ability to construct conceptual process models – an essential tool for enhancing science learning outcomes.
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