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Metacognitive-Based Learning Model: Improving Agile Innovation and Critical Thinking Skills of Students in Science Learning at Elementary Schools

Jurnal Pendidikan IPA Indonesia · Vol. 13 No. 2 (2024)

DOI
10.15294/fpt98910
ISSN
2089-4392, 2339-1286
Published
2024-07-11
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

This research aims to analyze the influence of a metacognitive-based learning model on agile innovation and critical thinking abilities of students in science learning at elementary school level. The study population consists of fourth-grade students in elementary schools. The sample was selected using cluster random sampling with an intact group type in Bali. Participants in this research study are Grade 5 students in elementary schools in Bali Province, Indonesia. Samples were taken using a cluster random sampling technique with intact group type. Based on the sampling results, the experimental class comprised 32 students, who received pedagogical intervention in the form of metacognitive-based learning implementation, while the control class with 31 students was exposed to conventional learning models. A survey questionnaire was employed as data collection instrument. Data analysis included descriptive and inferential analysis. Based on the analysis of agile innovation data, an F-value of 23.994 was obtained with a significance value of 0.000 (<0.05). From these results, it can be concluded that there is a significant difference in agile innovation between students who experienced metacognitive-based learning and those who did not. The group of students who received metacognitive-based learning showed a higher level of agile innovation with an average score compared to the group of students who did not experience metacognitive-based learning. Additionally, data on critical reasoning abilities showed an F-value of 20.915 with a significance value of 0.000 (<0.05). In conclusion, there is a significant difference in critical reasoning abilities between students who received metacognitive-based learning and those who did not.

Keywords

Collaboration network of the authors

21 authors · 64 co-authorship links · 29 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Pendidikan Ganesha
  • Tamkang University
  • Universitas Panji Sakti
  • University of New England
  • Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Ni Nyoman RedianiUniversitas Pendidikan Ganesha2
Ni Wayan RatiUniversitas Pendidikan Ganesha2
I Made Citra WibawaUniversitas Pendidikan Ganesha1
Basilius Redan WerangUniversitas Pendidikan Ganesha1
Kadek Ari DwiarwatiUniversitas Pendidikan Ganesha1
Kadek Yogi Parta LesmanaUniversitas Pendidikan Ganesha1
I Nyoman Tri EsaputraUniversitas Pendidikan Ganesha1
C. ChiuTamkang University1
I Gusti Ngurah PujawanUniversitas Pendidikan Ganesha1
Nazmi Nabila PutriUniversitas Pendidikan Ganesha1
Gede Wira BayuUniversitas Pendidikan Ganesha1
Desak Putu ParmitiUniversitas Pendidikan Ganesha1
Made Gautama JayadiningratUniversitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Metacognitive-Based Learning Model: Improving Agile Innovation and Critical Thinking Skills of Students in Science Learning at Elementary Schools</dc:title>
	<dc:creator xml:lang="en">I Gusti Ngurah Puger</dc:creator>
	<dc:creator xml:lang="en">Jian-Bang Deng</dc:creator>
	<dc:creator xml:lang="en">I Gede Wahyu Suwela Antara</dc:creator>
	<dc:creator xml:lang="en">Kadek Andre Karisma Dewantara</dc:creator>
	<dc:creator xml:lang="en">Made Sugiarta</dc:creator>
	<dc:creator xml:lang="en">Leonardo Veliz</dc:creator>
	<dc:creator xml:lang="en">Sudatha, I Gde Wawan </dc:creator>
	<dc:creator xml:lang="en">Sudarma, I Komang </dc:creator>
	<dc:subject xml:lang="en">Metacognitive-based Learning</dc:subject>
	<dc:subject xml:lang="en">Agile Innovation</dc:subject>
	<dc:subject xml:lang="en">Critical Reasoning</dc:subject>
	<dc:subject xml:lang="en">Elementary School Science Learning</dc:subject>
	<dc:description xml:lang="en">This research aims to analyze the influence of a metacognitive-based learning model on agile innovation and critical thinking abilities of students in science learning at elementary school level. The study population consists of fourth-grade students in elementary schools. The sample was selected using cluster random sampling with an intact group type in Bali. Participants in this research study are Grade 5 students in elementary schools in Bali Province, Indonesia. Samples were taken using a cluster random sampling technique with intact group type. Based on the sampling results, the experimental class comprised 32 students, who received pedagogical intervention in the form of metacognitive-based learning implementation, while the control class with 31 students was exposed to conventional learning models. A survey questionnaire was employed as data collection instrument. Data analysis included descriptive and inferential analysis. Based on the analysis of agile innovation data, an F-value of 23.994 was obtained with a significance value of 0.000 (&amp;lt;0.05). From these results, it can be concluded that there is a significant difference in agile innovation between students who experienced metacognitive-based learning and those who did not. The group of students who received metacognitive-based learning showed a higher level of agile innovation with an average score compared to the group of students who did not experience metacognitive-based learning. Additionally, data on critical reasoning abilities showed an F-value of 20.915 with a significance value of 0.000 (&amp;lt;0.05). In conclusion, there is a significant difference in critical reasoning abilities between students who received metacognitive-based learning and those who did not.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-07-11</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/1375</dc:identifier>
	<dc:identifier>10.15294/fpt98910</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 13 No. 2 (2024): June 2024</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v13i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/jpii/article/view/1375/1185</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Jurnal Pendidikan IPA Indonesia</dc:rights>
</oai_dc:dc>