Pre-services biology teachers: correlation of metacognition awareness with the ability to design experiments through vee diagram
DOI:
https://doi.org/10.21009/biosferjpb.v13n1.143-154Keywords:
Ability to design experiments, Metacognition awareness, Pre-services, Vee DiagramAbstract
Practice plays a role in explaining theory through the form of laboratory activities. Practice in the form of investigation, such as designing experiments, is a form of practice that focuses on the thought thinking process compared to the verification practice. Designing experiments in the form of the Vee diagram are a practice that develops the thought process and metacognition awareness, and it has been one of the factors associated with design experiments. This study aimed to analyze the correlation of metacognition awareness towards the ability to design experiments that are outlined in the form of a Vee Diagram. The method used was correlational research that measured the relationship between metacognition awareness indicators. It consisted of declarative knowledge, procedural knowledge, limited knowledge, and cognition regulation with the ability to design experiments. The sampling technique used purposive sampling with 28 students of the third semester of a private university in Kuningan. Instruments in this study consisted of the Vee Diagram rubric and the Metacognitive Awareness Inventory (MAI) for metacognition awareness. The results showed that there was a correlation between declarative knowledge, procedural knowledge, limited knowledge, and cognition regulation simultaneously with the ability to design experiments by 63.4%. The remaining 36.6% came from other factors.
References
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Celiker, H. D. (2015). Development of metacognitive skills: design problem-based experiment with prospective science teachers in biology laboratory. Educational Research and Reviews, 10(11), 1487-1495. https://doi.org/10.5897/ERR2015.2283.
Cuevas, H. M., Fiore, S. M., & Oser, R. L. (2002). Scaffolding cognitive and metacognitive processes in low verbal ability learners: use of diagrams in computer-based training environments. Instructional Science, 30(6), 433-464. https://doi.org/10.1023/A:1020516301541
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Handel, M., Artelt, C., & Weinert, S. (2013). Assessing metacognitive knowledge: development and evaluation of a test instrument. Journal For Educational Research Online, 5(2), 162-188. Retrieved from https://www.pedocs.de/volltexte/2013/8429/pdf/JERO_2013_2_Haendel_Artelt_Weinert_Assessing_metacognitive_knowledge.pdf
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Hofstein, A., & Lunetta, V. N. (2004). The laboratory science education: Foundation for the twenty-first century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.10106
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Indriani, D., & Mercuriani, I. S. (2019). Experiential learning model with mind mapping on fungi: How to improve science process skills?. Biosfer: Jurnal Pendidikan Biologi, 12(2), 223-237. https://doi.org/10.21009/biosferjpb.v12n2.223-237
Ismirawati, N., Corebima, A. D., Zubaidah, S., Ristanto, R. H., & Nuddin, A. (2020). Implementing ercore in learning: Will metacognitive skills correlate to cognitive learning result?. Universal Journal of Educational Research, 8(4A), 51-58. Retrieved from http://www.hrpub.org/download/20200330/UJERA8-19591314.pdf
Kipnis, M., & Hofstein, A. (2008). The inquiry laboratory as a source for development of metacognitive skills. International Journal of Science and Mathematics Education, 6(3), 601-627. https://doi.org/10.1007/s10763-007-9066-y
Lestari, P., Ristanto, R. H., & Miarsyah, M. (2019). Analysis of conceptual understanding of botany and metacognitive skill in pre-service biology teacher in Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 199-214. https://doi.org/10.17478/jegys.515978
Lippmann, R. (2005). Analyzing students’ use of metacognition during laboratory activities. Learning Individual Difference, 14, 131-137. Retrieved from http://www.physics.umd.edu/perg/papers/lippmann/meta_lab.pdf
McDermott, L. C., Shaffer, P.S., & Constantinou, C. P. (2000). Preparing teachers to teach physics and physical science by inquiry. Phys. Education, 35(6), 411-416. Retrieved from https://iopscience.iop.org/article/10.1088/0031-9120/35/6/306/meta
Musyaddad, A., & Suyanto, S. (2019). Evoking the four dimensions of student knowledge in ecosystem: Effectiveness of real object, web, and blended learning. Biosfer: Jurnal Pendidikan Biologi, 12(2), 194-210. https://doi.org/10.21009/biosferjpb.v12n2.194-210
Mutai, D. K., Changeiywo, J. M., & Okere, M. I. O. (2014). Effect of gowin’s vee heuristic strategy on secondary school students’ conceptual understanding and metacognition in the topic of moments in physics, in Uasin Gishu County, Kenya. Journal of Education and Practice, 5(29), 193-205. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/16204/16528
Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional science, 19(1), 29-52. https://doi.org/10.1007/BF00377984
Novak, J. D., & Gowin, D. (1984). Learning How To Learn. Cambridge, MA: Cambridge University Press.
Pratama, A. T. (2018). Improving metacognitive skills using problem based learning (pbl) at natural science of primary school in Deli Serdang, Indonesia. Biosfer: Jurnal Pendidikan Biologi, 11(2), 101-107. https://doi.org/10.21009/biosferjpb.v11n2.101-107
Ristanto, R. H., & Djamahar, R. (2019). Strengthening authentic assessment skills for biology teacher in Bogor regency. BAKTIMAS: Jurnal Pengabdian pada Masyarakat, 1(1), 61-69. https://doi.org/10.32672/btm.v1i1.1183
Saribaş, D., & Bayram, H. (2009). The efficiency of metacognitive development embedded within a motivating lab regarding pre-service science teachers’ learning outcomes. International Journal of Human Science, 6(1), 573-603. Retrieved from https://www.j-humansciences.com/ojs/index.php/ijhs/article/view/1158
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
Sele, Y. (2019). Optimizing the potential of children learning in science (clis) with brain gym: review on human circulatory concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 238-248. https://doi.org/10.21009/biosferjpb.v12n2.238-248
Suratno. (2011). Kemampuan metakognisi dengan metacognitive awareness inventory (MAI) pada pembelajaran biologi SMA dengan strategi jigsaw, reciprocal teaching (RT), dan gabungan Jigsaw-RT. Jurnal Pendidikan dan Pembelajaran, 18(1), 11-18. Retrieved from https://media.neliti.com/media/publications/119644-ID-none.pdf
Suryanda, A., Rusdi, R., & Kusumawati, D. (2017). Development of virtual urinalysis practicum as biology learning media for class xi High School students. Biosfer: Jurnal Pendidikan Biologi, 10(1), 1-8. https://doi.org/10.21009/biosferjpb.10-1.1
Tanner, K. D. (2012). Promoting students metacognition. CBE-Life Science Education, 11(2), 113-120. https://doi.org/10.1187/cbe.12-03-0033
Vanhear, J., & Johnston, C. A. (2006). Vee heuristic, concept map and learning pattern: Merging metacognitive tools and learning processes to improve facilitation of learning with primary children. University of Malta. 637-644 Retrieved from https://www.letmelearn.org/wp-content/uploads/vanhear_and_johnston.pdf
Van Heuvelen, A. A. (2001). Millikan lecture 1999: The workplace, student minds, and physics learning systems. American Journal of Physics, 69(11), 1139-1146. https://doi.org/10.1119/1.1399043.
Ali, A., & Arif, W. P. (2019). Developing of guidance for laboratory practice of islamic science-integrated plant anatomy-physiology. Biosfer: Jurnal Pendidikan Biologi, 12(1), 70-82. https://doi.org/10.21009/biosferjpb.v12n1.70-82
Alvarez, M. C., & Risko, V. J. (2007). The use of vee diagram with third graders as a metacognitive tool for learning science concept. Teaching and Learning Faculty Research. Paper 5. Retrieved from https://digitalscholarship.tnstate.edu/teaching/5.
Bahtiar, B., & Dukomalamo, N. (2019). Basic science process skills of biology laboratory practice: improving through discovery learning. Biosfer: Jurnal Pendidikan Biologi, 12(1), 83-93. https://doi.org/10.21009/biosferjpb.v12n1.83-93
Bruckermann, T., Ascherman, E., Bresges, A., & Schlüter, K. (2017). Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation. International Journal of Science Education, 39(6), 701-722. https://doi.org/10.1080/09500693.2017.1301691.
Celiker, H. D. (2015). Development of metacognitive skills: design problem-based experiment with prospective science teachers in biology laboratory. Educational Research and Reviews, 10(11), 1487-1495. https://doi.org/10.5897/ERR2015.2283.
Cuevas, H. M., Fiore, S. M., & Oser, R. L. (2002). Scaffolding cognitive and metacognitive processes in low verbal ability learners: use of diagrams in computer-based training environments. Instructional Science, 30(6), 433-464. https://doi.org/10.1023/A:1020516301541
Darmawan, E., Brasilita, Y., Zubaidah, S., & Saptasari, M. (2018). Enhancing metacognitive skills of students with different gender using simas eric learning model at State Senior High School 6 Malang. Biosfer: Jurnal Pendidikan Biologi, 11(1), 48-57. https://doi.org/10.21009/biosferjpb.11-1.5
Djamahar, R., Ristanto, R. H., Sartono, N., Ichsan, I. Z., Darmawan, E., & Muhlisin, A. (2019). Empowering student’s metacognitive skill through cirsa learning. Journal of Physics: Conference Series 1227(1), 012001. https://doi.org/10.1088/1742-6596/1227/1/012001
Handel, M., Artelt, C., & Weinert, S. (2013). Assessing metacognitive knowledge: development and evaluation of a test instrument. Journal For Educational Research Online, 5(2), 162-188. Retrieved from https://www.pedocs.de/volltexte/2013/8429/pdf/JERO_2013_2_Haendel_Artelt_Weinert_Assessing_metacognitive_knowledge.pdf
Hart, C., Mulhall, P., Berry, A., Lougharn, J., & Gunston, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiment?. Journal of Research in Science Teaching, 37(7), 655-675. Accessed from: https://onlinelibrary.wiley.com/doi/abs/10.1002/1098-2736(200009)37:7%3C655::AID-TEA3%3E3.0.CO;2-E
Hindriana, A. F. (2016). The development of biology practice learning based on vee diagram for reducing student cognitive load. Journal of Education Teaching and Learning, 1(2), 61-65. https://doi.org/10.26737/jetl.v1i2.39
Hofstein, A., & Lunetta, V. N. (2004). The laboratory science education: Foundation for the twenty-first century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.10106
Hudha, A. M. (2011). Analysis of the management of biology practicum in the biology laboratory of Muhammadiyah University Malang. Jurnal Penelitian dan Pemikiran Pendidikan, 1(1), 37-51. Retrieved from http://ejournal.umm.ac.id/index.php/jp3/article/view/614
Inayah, A. D., Ristanto, R. H., Sigit, D. V., & Miarsyah, M. (2020). Analysis of science process skills in senior high school students. Universal Journal of Educational Research, 8(4A), 15-22. Retrieved from http://www.hrpub.org/download/20200330/UJERA3-19591313.pdf
Indriani, D., & Mercuriani, I. S. (2019). Experiential learning model with mind mapping on fungi: How to improve science process skills?. Biosfer: Jurnal Pendidikan Biologi, 12(2), 223-237. https://doi.org/10.21009/biosferjpb.v12n2.223-237
Ismirawati, N., Corebima, A. D., Zubaidah, S., Ristanto, R. H., & Nuddin, A. (2020). Implementing ercore in learning: Will metacognitive skills correlate to cognitive learning result?. Universal Journal of Educational Research, 8(4A), 51-58. Retrieved from http://www.hrpub.org/download/20200330/UJERA8-19591314.pdf
Kipnis, M., & Hofstein, A. (2008). The inquiry laboratory as a source for development of metacognitive skills. International Journal of Science and Mathematics Education, 6(3), 601-627. https://doi.org/10.1007/s10763-007-9066-y
Lestari, P., Ristanto, R. H., & Miarsyah, M. (2019). Analysis of conceptual understanding of botany and metacognitive skill in pre-service biology teacher in Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 199-214. https://doi.org/10.17478/jegys.515978
Lippmann, R. (2005). Analyzing students’ use of metacognition during laboratory activities. Learning Individual Difference, 14, 131-137. Retrieved from http://www.physics.umd.edu/perg/papers/lippmann/meta_lab.pdf
McDermott, L. C., Shaffer, P.S., & Constantinou, C. P. (2000). Preparing teachers to teach physics and physical science by inquiry. Phys. Education, 35(6), 411-416. Retrieved from https://iopscience.iop.org/article/10.1088/0031-9120/35/6/306/meta
Musyaddad, A., & Suyanto, S. (2019). Evoking the four dimensions of student knowledge in ecosystem: Effectiveness of real object, web, and blended learning. Biosfer: Jurnal Pendidikan Biologi, 12(2), 194-210. https://doi.org/10.21009/biosferjpb.v12n2.194-210
Mutai, D. K., Changeiywo, J. M., & Okere, M. I. O. (2014). Effect of gowin’s vee heuristic strategy on secondary school students’ conceptual understanding and metacognition in the topic of moments in physics, in Uasin Gishu County, Kenya. Journal of Education and Practice, 5(29), 193-205. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/16204/16528
Novak, J. D. (1990). Concept maps and vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional science, 19(1), 29-52. https://doi.org/10.1007/BF00377984
Novak, J. D., & Gowin, D. (1984). Learning How To Learn. Cambridge, MA: Cambridge University Press.
Pratama, A. T. (2018). Improving metacognitive skills using problem based learning (pbl) at natural science of primary school in Deli Serdang, Indonesia. Biosfer: Jurnal Pendidikan Biologi, 11(2), 101-107. https://doi.org/10.21009/biosferjpb.v11n2.101-107
Ristanto, R. H., & Djamahar, R. (2019). Strengthening authentic assessment skills for biology teacher in Bogor regency. BAKTIMAS: Jurnal Pengabdian pada Masyarakat, 1(1), 61-69. https://doi.org/10.32672/btm.v1i1.1183
Saribaş, D., & Bayram, H. (2009). The efficiency of metacognitive development embedded within a motivating lab regarding pre-service science teachers’ learning outcomes. International Journal of Human Science, 6(1), 573-603. Retrieved from https://www.j-humansciences.com/ojs/index.php/ijhs/article/view/1158
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
Sele, Y. (2019). Optimizing the potential of children learning in science (clis) with brain gym: review on human circulatory concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 238-248. https://doi.org/10.21009/biosferjpb.v12n2.238-248
Suratno. (2011). Kemampuan metakognisi dengan metacognitive awareness inventory (MAI) pada pembelajaran biologi SMA dengan strategi jigsaw, reciprocal teaching (RT), dan gabungan Jigsaw-RT. Jurnal Pendidikan dan Pembelajaran, 18(1), 11-18. Retrieved from https://media.neliti.com/media/publications/119644-ID-none.pdf
Suryanda, A., Rusdi, R., & Kusumawati, D. (2017). Development of virtual urinalysis practicum as biology learning media for class xi High School students. Biosfer: Jurnal Pendidikan Biologi, 10(1), 1-8. https://doi.org/10.21009/biosferjpb.10-1.1
Tanner, K. D. (2012). Promoting students metacognition. CBE-Life Science Education, 11(2), 113-120. https://doi.org/10.1187/cbe.12-03-0033
Vanhear, J., & Johnston, C. A. (2006). Vee heuristic, concept map and learning pattern: Merging metacognitive tools and learning processes to improve facilitation of learning with primary children. University of Malta. 637-644 Retrieved from https://www.letmelearn.org/wp-content/uploads/vanhear_and_johnston.pdf
Van Heuvelen, A. A. (2001). Millikan lecture 1999: The workplace, student minds, and physics learning systems. American Journal of Physics, 69(11), 1139-1146. https://doi.org/10.1119/1.1399043.
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2020-05-14
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Handayani, H., & Widiantie, R. (2020). Pre-services biology teachers: correlation of metacognition awareness with the ability to design experiments through vee diagram. Biosfer: Jurnal Pendidikan Biologi, 13(1), 143–154. https://doi.org/10.21009/biosferjpb.v13n1.143-154
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