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Discovering Learning Strategy to increase Metacognitive Knowledge on Biology Learning in Secondary School

Jurnal Pendidikan IPA Indonesia · Vol. 6 No. 1 (2017)

DOI
10.15294/jpii.v6i1.9653
ISSN
2089-4392, 2339-1286
Published
2017-10-20
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng
License
creativecommons.org/licenses/by/4.0

Abstract

The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.

Keywords

Collaboration network of the authors

16 authors · 47 co-authorship links · 2 across different organisations

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

  • Syarif Hidayatullah State Islamic University Jakarta
  • Indonesia University of Education
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Riza Fadilla WahyuningtiasSyarif Hidayatullah State Islamic University Jakarta5
Ibnu Saepul RohmanIndonesia University of Education1
Nuryani Yogipratama RustamanIndonesia University of Education1
A. FitrianiAffiliation unknown1
Sadarman SadarmanAffiliation unknown1
Anuraga JayanegaraAffiliation unknown1
Novia QomariyahAffiliation unknown1
Zulkarnain ZulkarnainAffiliation unknown1
Tri Rachmanto PrihambodoAffiliation unknown1
Erika Budiarti LaconiAffiliation unknown1

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 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Discovering Learning Strategy to increase Metacognitive Knowledge on Biology Learning in Secondary School</dc:title>
	<dc:creator>Herlanti, Y.</dc:creator>
	<dc:creator>Mardiati, Y.</dc:creator>
	<dc:creator>Wahyuningtyas, Retno</dc:creator>
	<dc:creator>Mahardini, E.</dc:creator>
	<dc:creator>Iqbal, M.</dc:creator>
	<dc:creator>Sofyan, A.</dc:creator>
	<dc:subject xml:lang="en-US">metacognitive knowledge, Group Investigation, Reciprocal Teaching, mind map, concept map,  problem-based learning</dc:subject>
	<dc:description xml:lang="en-US">The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge. </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"></dc:contributor>
	<dc:date>2017-10-20</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/9653</dc:identifier>
	<dc:identifier>10.15294/jpii.v6i1.9653</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 6, No 1 (2017): April 2017</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v6i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/9653/7007</dc:relation>
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	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/downloadSuppFile/9653/1174</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2017 Jurnal Pendidikan IPA Indonesia</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by/4.0</dc:rights>
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