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Promoting students’ metacognitive awareness and cognitive learning outcomes in science education

International Journal of Evaluation and Research in Education (IJERE) · Vol. 11 No. 1 (2022) · hlm. 20–30

DOI
10.11591/ijere.v11i1.22083
ISSN
2620-5440, 2252-8822
Terbit
2022-03-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

This research aimed to investigate the effect of project-based learning (PjBL), predict-observe-explain (POE), and predict-observe-explain based project (POEP) on metacognitive awareness and cognitive learning outcomes in biology learning. The research used a pretest-posttest non-equivalent control group design. The experiment was conducted from August to December 2020. The metacognitive awareness questionnaire was applied to measure students’ metacognitive awareness. Besides, an essay test was used to assess cognitive learning outcomes. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) results analysis showed that PjBL, POE, and POEP affected students’ metacognitive awareness and cognitive learning outcomes in biology learning with a value of p<0.005. The least significant different (LSD) result was significantly different in improving students’ metacognitive awareness and cognitive learning outcomes. The POEP class gained the highest posttest score. Therefore, POEP could be applicable to improve students’ metacognitive awareness and cognitive learning outcomes in Biology learning.

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  • State University of Malang
  • Hasanuddin University
  • University of Malaya
  • Universitas PGRI Madiun
  • University of Technology Malaysia
  • Syarif Hidayatullah State Islamic University Jakarta
  • Mie University
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Rekan penulisOrganisasiArtikel bersama
Mohamad AminState University of Malang4
Siti ZubaidahState University of Malang3
Ibrohim IbrohimState University of Malang2
Maisuna KundariatiState University of Malang2
Safwatun NidaState University of Malang2
Sarah Abdul RazakUniversity of Malaya2
Siti Darwa SuryaniState University of Malang1
Sri SunarmiState University of Malang1
Khusnul MawaddahState University of Malang1
Abdul GofurState University of Malang1
Wachidatul Linda YuhannaUniversitas PGRI Madiun1
Zainudin HassanUniversity of Technology Malaysia1
Aliyah IlyasAfiliasi tidak diketahui1
Siti HaeraniHasanuddin University1
Darmawati DarmawatiHasanuddin University1
Muhammad Agung Ady MangilepHasanuddin University1
Haeriah HakimHasanuddin University1
Fatmawati FatmawatiSyarif Hidayatullah State Islamic University Jakarta1
Marisa SalsabilaHasanuddin University1
Indra FardhaniMie University1
Nur Fitriana SamUniversitas Borneo Tarakan1
Iring IringAfiliasi tidak diketahui1
Nurhikma RamadhanaState University of Malang1
Sulistijiono SulistijionoState University of Malang1
Susriyati MahanalState University of Malang1
Liah BadriahSiliwangi University1
Betty LukiatiState University of Malang1
Utami Sri HastutiState University of Malang1
Saidil MursaliState University of Malang1
Hadi SuwonoState University of Malang1
Resty RahmatikaState University of Malang1
Ahmad YaniIndonesia Open University1
Endang SuarsiniState University of Malang1
Muhammad RijalAfiliasi tidak diketahui1
Setiyo PrajokoUniversitas Tidar1
Muhana GipayanaState University of Malang1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Promoting students’ metacognitive awareness and cognitive learning outcomes in science education</dc:title>
	<dc:creator>Ilma, Silfia</dc:creator>
	<dc:creator>Al Muhdhar, Mimien Henie Irawati</dc:creator>
	<dc:creator>Rohman, Fatchur</dc:creator>
	<dc:creator>Sari, Murni Sapta</dc:creator>
	<dc:subject xml:lang="en-US">Biology; Cognitive learning outcome; Metacognitive awareness; Predict observe explain; Project-based learning</dc:subject>
	<dc:description xml:lang="en-US">This research aimed to investigate the effect of project-based learning (PjBL), predict-observe-explain (POE), and predict-observe-explain based project (POEP) on metacognitive awareness and cognitive learning outcomes in biology learning. The research used a pretest-posttest non-equivalent control group design. The experiment was conducted from August to December 2020. The metacognitive awareness questionnaire was applied to measure students’ metacognitive awareness. Besides, an essay test was used to assess cognitive learning outcomes. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) results analysis showed that PjBL, POE, and POEP affected students’ metacognitive awareness and cognitive learning outcomes in biology learning with a value of p&amp;lt;0.005. The least significant different (LSD) result was significantly different in improving students’ metacognitive awareness and cognitive learning outcomes. The POEP class gained the highest posttest score. Therefore, POEP could be applicable to improve students’ metacognitive awareness and cognitive learning outcomes in Biology learning.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2022-03-01</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-US"></dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/22083</dc:identifier>
	<dc:identifier>10.11591/ijere.v11i1.22083</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 11, No 1: March 2022; 20-30</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v11i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/22083/13253</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>