Improving Learning Process in Genetics Classroom by Using Metacognitive Strategy

Autor/inn/en	Susantini, Endang; Sumitro, Sutiman Bambang; Corebima, Aloysius Duran; Susilo, Herawati
Titel	Improving Learning Process in Genetics Classroom by Using Metacognitive Strategy
Quelle	In: Asia Pacific Education Review, 19 (2018) 3, S.401-411 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-018-9540-y
Schlagwörter	Learning Processes; Genetics; Science Instruction; Academic Achievement; Metacognition; Comparative Analysis; Cooperative Learning; Academic Ability; Learning Strategies; Student Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Strategies applied in this study consisted of a metacognitive strategy combined with cooperative learning (MSCL) and one without cooperative learning (MS). Both strategies used the self-understanding and evaluation sheet (SUES). The aims of this study were to investigate the effect of MSCL and MS on the quality of the learning process in genetics classroom. High- and low-ability students were also compared with regard to the effect of both strategies on their academic performance. Four learning process variables were examined: metacognitive skills, collaborative skills, genetics knowledge, and academic achievement. A quasi-experimental research design was used to compare the MSCL (n = 30) and MS (n = 30) groups in which each group consisted of low (n = 15)-ability and high (n = 15)-ability students. Results showed that MSCL group portrayed higher collaborative skills but lower metacognitive skills than MS group. However, both groups had no influences on other variables: genetics knowledge and academic achievements. In addition, high-ability students performed higher metacognitive skills, genetics knowledge, and academic achievements than low-ability students, whereas both of them showed relatively similar collaborative skills. As a suggestion, this study recommends that metacognitive strategy can be done in collaborative designs by using SUES as the authentic assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01