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Enabling Indonesian Pre-Service Teachers to Design Biology Learning Tools Using Metacognitive Strategy

Jurnal Pendidikan IPA Indonesia · Vol. 8 No. 3 (2019) · pp. 391–397

DOI
10.15294/jpii.v8i3.19286
ISSN
2089-4392, 2339-1286
Published
2019-09-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Pre-service biology teachers are required to be able to design innovative learning tools, which include lesson plans, student worksheets, and assessment. Metacognitive strategy, along with the assistance of Self Understanding Evaluation Sheet (SUES), could be considered to help them construct the learning tools. This study intended to train pre-service biology teachers’ skills in designing biology learning tools. It employed a one-shot case study design with 36 biology pre-service teachers at Universitas Negeri Surabaya, Indonesia, involved as participants. The implementation of the metacognitive strategy included revealing pre-service teachers’ prior knowledge, determining confidence, writing new knowledge, contrasting the prior knowledge with the new knowledge, and evaluating their understanding using the SUES. Results showed that all pre-service teachers were skillful in designing biology learning tools, of which the scores given by the lecturer and themselves showed the insignificant difference. Another finding portrayed that the pre-service teachers provided positive feedbacks as a response to the implementation of metacognitive strategy during the learning process in designing biology learning tools. Â

Keywords

Collaboration network of the authors

18 authors · 39 co-authorship links · 18 across different organisations

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

  • Universitas Negeri Surabaya
  • Universitas KH. A. Wahab Hasbullah
  • University of Nottingham
  • National Dong Hwa University
  • Curtin University
  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Rinie Pratiwi PuspitawatiUniversitas Negeri Surabaya2
Ospa Pea Yuanita MeishantiUniversitas KH. A. Wahab Hasbullah1
Kartika SariUniversity of Nottingham1
Rossanita Truelovin Hadi PutriUniversitas KH. A. Wahab Hasbullah1
Fitrotin RosyidahUniversitas Negeri Surabaya1
Yuliani YulianiUniversitas Negeri Surabaya1
Khoirun NisaNational Dong Hwa University1
Leny YuanitaUniversitas Negeri Surabaya1
Yuni Sri RahayuUniversitas Negeri Surabaya1
Enny SusiyawatiCurtin University1
Nur QomariyahUniversitas Negeri Surabaya1
Lisa LisdianaState University of Semarang1
M. Thamrin H.Universitas Negeri Surabaya1
Isnawati -Universitas Negeri Surabaya1

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/nju/index.php/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-US">Enabling Indonesian Pre-Service Teachers to Design Biology Learning Tools Using Metacognitive Strategy</dc:title>
	<dc:creator>Susantini, E.</dc:creator>
	<dc:creator>Indana, S.</dc:creator>
	<dc:creator>Isnawati, I.</dc:creator>
	<dc:creator>Nursanti, A.</dc:creator>
	<dc:subject xml:lang="en-US">biology, learning tools, metacognitive strategy, SUES</dc:subject>
	<dc:description xml:lang="en-US">Pre-service biology teachers are required to be able to design innovative learning tools, which include lesson plans, student worksheets, and assessment. Metacognitive strategy, along with the assistance of Self Understanding Evaluation Sheet (SUES), could be considered to help them construct the learning tools. This study intended to train pre-service biology teachers’ skills in designing biology learning tools. It employed a one-shot case study design with 36 biology pre-service teachers at Universitas Negeri Surabaya, Indonesia, involved as participants. The implementation of the metacognitive strategy included revealing pre-service teachers’ prior knowledge, determining confidence, writing new knowledge, contrasting the prior knowledge with the new knowledge, and evaluating their understanding using the SUES. Results showed that all pre-service teachers were skillful in designing biology learning tools, of which the scores given by the lecturer and themselves showed the insignificant difference. Another finding portrayed that the pre-service teachers provided positive feedbacks as a response to the implementation of metacognitive strategy during the learning process in designing biology learning tools.  </dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">Ministry of Research, Technology and Higher Education of the Republic Indonesia</dc:contributor>
	<dc:date>2019-09-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/19286</dc:identifier>
	<dc:identifier>10.15294/jpii.v8i3.19286</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 8, No 3 (2019): September 2019; 391-397</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v8i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/19286/9600</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/19286/4537</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/19286/4538</dc:relation>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/19286/4539</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2019 Jurnal Pendidikan IPA Indonesia</dc:rights>
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