Critical thinking, metacognitive skills, and cognitive learning outcomes: a correlation study in genetic studies
DOI:
https://doi.org/10.21009/biosferjpb.v12n2.135-143Keywords:
cognitive, correlation, critical thinking, metacognitive, geneticsAbstract
Understanding the concept of genetics needs to be balanced with high-level thinking skills and excellent metacognitive skills. However, efforts to measure the correlation between these two factors are still carried out partially. This study aims to determine the correlation between critical thinking, metacognitive skills, and cognitive learning outcomes in genetic studies. This study is correlational that measures the relationship between variables students’ critical thinking skills (X1), metacognitive skills (X2), and students’ cognitive learning outcomes (Y). As much as 118 students who took the genetic course were involved as the population as well as research subjects. Data collection instruments in this study consisted of tests of critical thinking skills and metacognitive skills tests as well as students' cognitive assessment sheets. The results showed that the achievement of student cognitive learning outcomes was influenced by 94% of the dependent variables examined in this study, while other variables influenced the remaining 6%. The conclusion of this study recommends that the regression models and coefficients used in this regression can be used to predict cognitive learning outcomes.
References
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Choy, S. C., & Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198–206. Retrieved from https://eric.ed.gov
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Fauzi, A., & Fariantika, A. (2018). Courses perceived difficult by undergraduate students majoring in biology. Biosfer: Jurnal Pendidikan Biologi, 11(2), 78–89. Doi: https://doi.org/10.21009/biosferjpb.v11n2.78-89
Fauzi, A., & Ramadani, S. D. (2017). Learning the genetics concepts through project activities using Drosophila melanogaster: A qualitative descriptive study. JPBI (Jurnal Pendidikan Biologi Indonesia), 3(3), 238–247. Doi: https://doi.org/10.22219/jpbi.v3i3.4540
Freidenreich, H. B., Duncan, R. G., & Shea, N. (2011). Exploring Middle School Students’ Understanding of Three Conceptual Models in Genetics. International Journal of Science Education, 33(17), 2323–2349. Doi: https://doi.org/10.1080/09500693.2010.536997
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101–114. Doi: https://doi.org/10.1007/s10734-016-0031-y
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Jagals, D., & Walt, M. Van Der. (2016). Enabling metacognitive skills for mathematics problem solving: a collective case study of metacognitive reflection and awareness. African Journal of Research in Mathematics, Science and Technology Education, 20(2), 154–164. Doi: https://doi.org/10.1080/18117295.2016.1192239
Kiliç, D., & Saǧlam, N. (2014). Students understanding of genetics concepts: The effect of reasoning ability and learning approaches. Journal of Biological Education, 48(2), 63–70. Doi: https://doi.org/10.1080/00219266.2013.837402
Kono, R., & Mamu, H. D. (2016). Pengaruh model problem-based learning (pbl) terhadap pemahaman konsep biologi dan keterampilan berpikir kritis siswa tentang ekosistem dan lingkungan di kelas x sma negeri 1 sigi. Jurnal Sains Dan Teknologi Tadulako, 5(4), 28–38. Retrieved from http://jurnal.untad.ac.id
Leach, B. T. (2011). Critical thinking skills as related to university students' gender. East Tennessee State University. Retrieved from https://dc.etsu.edu
Liu, Z. K., He, J., & Li, B. (2015). Critical and creative thinking as learning processes at top-ranking Chinese middle schools: possibilities and required improvements. High Ability Studies, 26(1), 139–152. Doi: https://doi.org/10.1080/13598139.2015.1015501
Miri, B., David, B., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37, 353–369. Doi: https://doi.org/10.1007/s11165-006-9029-2
Murray-Nseula, M. (2011). Incorporating case studies into an undergraduate genetics course. Journal of the Scholarship of Teaching and Learning, 11(3), 75–85. Retrieved from https://scholarworks.iu.edu
Mustika, A. A., Hala, Y., & Arsal, A. F. (2014). Identification of misconception of biology students at state university of makassar on genetic concept by applying cri method. Jurnal Sainsmat, III(2), 122–129. Retrieved from https://ojs.unm.ac.id/sainsmat/article/viewFile/1119/307
Naimnule, L., & Corebima, A. D. (2018). The correlation between metacognitive skills and critical thinking skills toward students ’ process skills in biology learning. Journal of Pedagogical Research, 2(2), 122–134. https://ijopr.com
Nusantari, E. (2012). Perbedaan pemahaman awal tentang konsep genetika pada siswa, mahasiswa, guru, dan dosen. Jurnal Ilmu Pendidikan, 18(2), 244–252. Doi: https://doi.org/10.17977/jip.v18i2.3627
Nyamupangedengu, E., & Lelliott, A. (2018). Planning for teaching a genetics course to pre-service teachers: experiences of a biology teacher educator. African Journal of Research in Mathematics, Science and Technology Education, 22(3), 308–318. Doi: https://doi.org/10.1080/18117295.2018.1539325
Orcajo, T. I., & Aznar, M. M. (2005). Solving problems in genetics ii: conceptual restructuring. International Journal of Science Education, 27(12), 1495–1519. Doi: https://doi.org/10.1080/09500690500186584
Panchu, P., Bahuleyan, B., Seethalakshmi, K., & Thomas, T. (2016). Metacognitive knowledge : a tool for academic success. International Journal of Medical Research Professionals, 2(5), 3–6. Doi: https://doi.org/10.21276/ijmrp.2016.2.5.026
Pearson, J. T., & Hughes, W. J. (1986a). Designing an a-level genetics course: i, identifying the necessary concepts and considering their relationships. Journal of Biological Education, 20(1), 47–55. Doi: https://doi.org/10.1080/00219266.1986.9654776
Pearson, J. T., & Hughes, W. J. (1986b). Designing an a-level genetics course: ii sequencing the material and developing a strategy for teaching and assessment. Journal of Biological Education, 20(2), 133–137. Doi: https://doi.org/10.1080/00219266.1986.9654800
Prayogi, S., Yuanita, L., & Wasis, W. (2017). Critical-inquiry-based-learning: Model of learning to promote critical thinking ability of pre-service teachers. IOP Conference Series: Journal of Physics, 947(1). Doi: https://doi.org/10.1088/1742-6596/947/1/012013
Ramdiah, S., Abidinsyah, Royani, M., & Husamah. (2019). Understanding, planning, and implementation of HOTS by senior high school biology teachers in Banjarmasin-Indonesia. International Journal of Instruction, 12(1). Retrieved from http://www.e-iji.net/dosyalar/iji_2019_1_28.pdf
Reece, G. J. (2005). Critical thinking and cognitive transfer: implications for the development of online information literacy tutorials. Research Strategies, 20(4), 482–493. Doi: https://doi.org/10.1016/j.resstr.2006.12.018
Scott, C. L. (2015). The futures of learning 2: What kind of learning for the 21st century? Education Research and Foresight. Paris. Retrieved from https://www.researchgate.net/profile/Dickson_Adom/post/How_to_develop_self_learning_skills_techniques_and_processes/attachment/5a8fa082b53d2f0bba53ba01/AS%3A597062399840261%401519362177920/download/242996e.pdf
Stern, F., & Kampourakis, K. (2017). Teaching for genetics literacy in the post-genomic era. Studies in Science Education, 53(2), 193–225. Doi: https://doi.org/10.1080/03057267.2017.1392731
Stupple, E. J. N., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. Y. F., & Aubeeluck, A. V. (2017). Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91–100. Doi: https://doi.org/10.1016/j.tsc.2016.11.007
Tamsyani, W. (2016). Pengaruh model pembelajaran dan kesadaran metakognitif terhadap hasil belajar peserta didik SMA dalam materi pokok asam basa. Journal of EST, 2(April), 10–25. Doi: https://doi.org/10.26858/est.v2i1.1887
Topçu, M. S., & Şahin-Pekmez, E. (2009). Turkish middle school students’ difficulties in learning genetics concepts. Journal of Turkish Science Education, 6(2), 55–62. Retrieved from http://www.tused.org/internet/tused/archive/v6/i2/text/tusedv6i2s5.pdf
Tsui, C., & Treagust, D. F. (2005). Conceptual change in learning genetics: an ontological perspective. Research in Science & Technological Education, 22(2), 185–202. Doi: https://doi.org/10.1080/0263514042000290895
Tzohar-Rozen, M., & Kramarski, B. (2014). Metacognition, motivation, and emotions: contribution of self-regulated learning to solving mathematical problems. Global Education Review, 1(4), 76–95. Retrieved from https://ger.mercy.edu
Wahyono, P., Hindun, I., Muizzudin, M., & Miharja, F. J. (2016). Implementasi pembelajaran lesson study pada mata kuliah genetika lanjut. JINoP (Jurnal Inovasi Pembelajaran), 2(2), 400-406. Doi: https://doi.org/10.22219/jinop.v2i2.3493
Yilmaz, D., Tekkaya, C., & Sungur, S. (2011). The Comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on student understanding of genetics. International Journal of Science Education, 33(5), 607–628. Doi: https://doi.org/10.1080/09500691003657758
Zubaidah, S., Corebima, A. D., & Mistianah. (2015). Asesmen berpikir kritis terintegrasi tes essay. In Symbion: Symposium on Biology Education (pp. 200–213). Jogjakarta: Universitas Ahmad Dahlan. Retrieved from https://drive.google.com/file/d/0B4keDkb86kWpd0xRTjFlYVBjcEE/view
Al khawaldeh, S. A. (2013). Prediction/discussion-based learning cycle versus conceptual change text: Comparative effects on students’ understanding of genetics. Research in Science and Technological Education, 31(2), 168–183. https://doi.org/10.1080/02635143.2013.811576
Amin, A. M., & Adiansyah, R. (2018). Lecturers ’ perception on students ’ critical thinking skills development and problems faced by students in developing their critical thinking skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(1), 1–10. Doi: https://doi.org/10.22219/jpbi.v4i1.5181
Ardiansyah, R., Corebima, A. D., & Rohman, F. (2017). Pengembangan bahan ajar mutasi genetik pada matakuliah genetika. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 2(7), 927–933. Doi: https://doi.org/10.17977/jptpp.v2i7.9646
Arslan, S. (2015). Investigating predictive role of critical thinking on metacognition with structural equation modeling. The Malaysian Online Journal of Educational Science, 3(2), 1–10. https://mojes.um.edu.my
Bensley, D. A., & Spero, R. A. (2014). Improving critical thinking skills and metacognitive monitoring through direct infusion. Thinking Skills and Creativity, 12, 55–68. https://doi.org/10.1016/j.tsc.2014.02.001
Carlson, D. L., & Marshall, P. A. (2009). Learning the science of research, learning the art of teaching: Planning backwards in a college genetics course. Bioscience Education, 13(1), 1–9. Doi: https://doi.org/10.3108/beej.13.4
Choy, S. C., & Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198–206. Retrieved from https://eric.ed.gov
Corebima, A. D. (2009). Metacognitive skill measurement integrated in achievement test. In Third International Conference on Science and Mathematics Education(CoSMEd). Penang: SEAMEO Regional Centre for Education in Science and Mathematics. Retrieved from http://ftp.recsam.edu.my/cosmed/cosmed09/AbstractsFullPapers2009/Abstract/Science Parallel PDF/Full Paper/01.pdf
Duncan, R. G., & Reiser, B. J. (2007). Reasoning across ontologically distinct levels: Students’ understandings of molecular genetics. Journal of Research in Science Teaching, 44(7), 938–959. Doi: https://doi.org/10.1002/tea.20186
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. Doi: https://doi.org/10.1016/j.tsc.2013.12.004
Fauzi, A., & Fariantika, A. (2018). Courses perceived difficult by undergraduate students majoring in biology. Biosfer: Jurnal Pendidikan Biologi, 11(2), 78–89. Doi: https://doi.org/10.21009/biosferjpb.v11n2.78-89
Fauzi, A., & Ramadani, S. D. (2017). Learning the genetics concepts through project activities using Drosophila melanogaster: A qualitative descriptive study. JPBI (Jurnal Pendidikan Biologi Indonesia), 3(3), 238–247. Doi: https://doi.org/10.22219/jpbi.v3i3.4540
Freidenreich, H. B., Duncan, R. G., & Shea, N. (2011). Exploring Middle School Students’ Understanding of Three Conceptual Models in Genetics. International Journal of Science Education, 33(17), 2323–2349. Doi: https://doi.org/10.1080/09500693.2010.536997
Ghanizadeh, A. (2017). The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. Higher Education, 74(1), 101–114. Doi: https://doi.org/10.1007/s10734-016-0031-y
Guleker, R. (2015). Instructional strategies to foster critical thinking: Self-reported practices of the faculty in Albania. International Journal of Teaching and Education, III(4), 6–14. Doi: https://doi.org/10.20472/TE.2015.3.4.002
Jagals, D., & Walt, M. Van Der. (2016). Enabling metacognitive skills for mathematics problem solving: a collective case study of metacognitive reflection and awareness. African Journal of Research in Mathematics, Science and Technology Education, 20(2), 154–164. Doi: https://doi.org/10.1080/18117295.2016.1192239
Kiliç, D., & Saǧlam, N. (2014). Students understanding of genetics concepts: The effect of reasoning ability and learning approaches. Journal of Biological Education, 48(2), 63–70. Doi: https://doi.org/10.1080/00219266.2013.837402
Kono, R., & Mamu, H. D. (2016). Pengaruh model problem-based learning (pbl) terhadap pemahaman konsep biologi dan keterampilan berpikir kritis siswa tentang ekosistem dan lingkungan di kelas x sma negeri 1 sigi. Jurnal Sains Dan Teknologi Tadulako, 5(4), 28–38. Retrieved from http://jurnal.untad.ac.id
Leach, B. T. (2011). Critical thinking skills as related to university students' gender. East Tennessee State University. Retrieved from https://dc.etsu.edu
Liu, Z. K., He, J., & Li, B. (2015). Critical and creative thinking as learning processes at top-ranking Chinese middle schools: possibilities and required improvements. High Ability Studies, 26(1), 139–152. Doi: https://doi.org/10.1080/13598139.2015.1015501
Miri, B., David, B., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37, 353–369. Doi: https://doi.org/10.1007/s11165-006-9029-2
Murray-Nseula, M. (2011). Incorporating case studies into an undergraduate genetics course. Journal of the Scholarship of Teaching and Learning, 11(3), 75–85. Retrieved from https://scholarworks.iu.edu
Mustika, A. A., Hala, Y., & Arsal, A. F. (2014). Identification of misconception of biology students at state university of makassar on genetic concept by applying cri method. Jurnal Sainsmat, III(2), 122–129. Retrieved from https://ojs.unm.ac.id/sainsmat/article/viewFile/1119/307
Naimnule, L., & Corebima, A. D. (2018). The correlation between metacognitive skills and critical thinking skills toward students ’ process skills in biology learning. Journal of Pedagogical Research, 2(2), 122–134. https://ijopr.com
Nusantari, E. (2012). Perbedaan pemahaman awal tentang konsep genetika pada siswa, mahasiswa, guru, dan dosen. Jurnal Ilmu Pendidikan, 18(2), 244–252. Doi: https://doi.org/10.17977/jip.v18i2.3627
Nyamupangedengu, E., & Lelliott, A. (2018). Planning for teaching a genetics course to pre-service teachers: experiences of a biology teacher educator. African Journal of Research in Mathematics, Science and Technology Education, 22(3), 308–318. Doi: https://doi.org/10.1080/18117295.2018.1539325
Orcajo, T. I., & Aznar, M. M. (2005). Solving problems in genetics ii: conceptual restructuring. International Journal of Science Education, 27(12), 1495–1519. Doi: https://doi.org/10.1080/09500690500186584
Panchu, P., Bahuleyan, B., Seethalakshmi, K., & Thomas, T. (2016). Metacognitive knowledge : a tool for academic success. International Journal of Medical Research Professionals, 2(5), 3–6. Doi: https://doi.org/10.21276/ijmrp.2016.2.5.026
Pearson, J. T., & Hughes, W. J. (1986a). Designing an a-level genetics course: i, identifying the necessary concepts and considering their relationships. Journal of Biological Education, 20(1), 47–55. Doi: https://doi.org/10.1080/00219266.1986.9654776
Pearson, J. T., & Hughes, W. J. (1986b). Designing an a-level genetics course: ii sequencing the material and developing a strategy for teaching and assessment. Journal of Biological Education, 20(2), 133–137. Doi: https://doi.org/10.1080/00219266.1986.9654800
Prayogi, S., Yuanita, L., & Wasis, W. (2017). Critical-inquiry-based-learning: Model of learning to promote critical thinking ability of pre-service teachers. IOP Conference Series: Journal of Physics, 947(1). Doi: https://doi.org/10.1088/1742-6596/947/1/012013
Ramdiah, S., Abidinsyah, Royani, M., & Husamah. (2019). Understanding, planning, and implementation of HOTS by senior high school biology teachers in Banjarmasin-Indonesia. International Journal of Instruction, 12(1). Retrieved from http://www.e-iji.net/dosyalar/iji_2019_1_28.pdf
Reece, G. J. (2005). Critical thinking and cognitive transfer: implications for the development of online information literacy tutorials. Research Strategies, 20(4), 482–493. Doi: https://doi.org/10.1016/j.resstr.2006.12.018
Scott, C. L. (2015). The futures of learning 2: What kind of learning for the 21st century? Education Research and Foresight. Paris. Retrieved from https://www.researchgate.net/profile/Dickson_Adom/post/How_to_develop_self_learning_skills_techniques_and_processes/attachment/5a8fa082b53d2f0bba53ba01/AS%3A597062399840261%401519362177920/download/242996e.pdf
Stern, F., & Kampourakis, K. (2017). Teaching for genetics literacy in the post-genomic era. Studies in Science Education, 53(2), 193–225. Doi: https://doi.org/10.1080/03057267.2017.1392731
Stupple, E. J. N., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. Y. F., & Aubeeluck, A. V. (2017). Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91–100. Doi: https://doi.org/10.1016/j.tsc.2016.11.007
Tamsyani, W. (2016). Pengaruh model pembelajaran dan kesadaran metakognitif terhadap hasil belajar peserta didik SMA dalam materi pokok asam basa. Journal of EST, 2(April), 10–25. Doi: https://doi.org/10.26858/est.v2i1.1887
Topçu, M. S., & Şahin-Pekmez, E. (2009). Turkish middle school students’ difficulties in learning genetics concepts. Journal of Turkish Science Education, 6(2), 55–62. Retrieved from http://www.tused.org/internet/tused/archive/v6/i2/text/tusedv6i2s5.pdf
Tsui, C., & Treagust, D. F. (2005). Conceptual change in learning genetics: an ontological perspective. Research in Science & Technological Education, 22(2), 185–202. Doi: https://doi.org/10.1080/0263514042000290895
Tzohar-Rozen, M., & Kramarski, B. (2014). Metacognition, motivation, and emotions: contribution of self-regulated learning to solving mathematical problems. Global Education Review, 1(4), 76–95. Retrieved from https://ger.mercy.edu
Wahyono, P., Hindun, I., Muizzudin, M., & Miharja, F. J. (2016). Implementasi pembelajaran lesson study pada mata kuliah genetika lanjut. JINoP (Jurnal Inovasi Pembelajaran), 2(2), 400-406. Doi: https://doi.org/10.22219/jinop.v2i2.3493
Yilmaz, D., Tekkaya, C., & Sungur, S. (2011). The Comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on student understanding of genetics. International Journal of Science Education, 33(5), 607–628. Doi: https://doi.org/10.1080/09500691003657758
Zubaidah, S., Corebima, A. D., & Mistianah. (2015). Asesmen berpikir kritis terintegrasi tes essay. In Symbion: Symposium on Biology Education (pp. 200–213). Jogjakarta: Universitas Ahmad Dahlan. Retrieved from https://drive.google.com/file/d/0B4keDkb86kWpd0xRTjFlYVBjcEE/view
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2019-11-17
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Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: a correlation study in genetic studies. Biosfer: Jurnal Pendidikan Biologi, 12(2), 135–143. https://doi.org/10.21009/biosferjpb.v12n2.135-143
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