Contribution of metacognition awareness to critical thinking skills with pbl model and hpc strategy: A food digestion system study
DOI:
https://doi.org/10.21009/biosferjpb.29921Keywords:
Critical Thinking Skills, Food Digestion System, HPC Strategy, Metacognitive Awareness, Problem-Based LearningAbstract
Students are agents of future leaders who need to be prepared from now on to think at a high level. Through PBL models with HPC strategies, elementary science learning can potentially train high-level thinking, including metacognitive awareness and critical thinking skills. This study aims to reveal the contribution of metacognitive awareness to critical thinking skills with PBL models and HPC strategies. Various studies report that PBL has shortcomings in fostering metacognition and critical thinking. Therefore, PBL needs to be implemented with the homogeneity psycho cognition (HPC) strategy so that students can rise in organizing metacognitive awareness and critical thinking. This correlational study examined the relationship between metacognitive awareness and students' critical thinking skills. The predictor and criterion variables in the study were metacognitive awareness and critical thinking skills, respectively. Data analysis was conducted with linear regression. The results showed a correlation between metacognitive awareness and critical thinking skills in learning with PBL. There is a moderate relationship between the two variables. The predictor variables contributed 28.4% to the criterion variable. This study recommends that PBL with HPC is very important to be familiarized with learning in elementary schools to encourage students' metacognition and critical thinking skills.
References
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), 1-8. https://doi.org/10.1016/j.heliyon.2020.e04192
Abdullah, J., Mohd-Isa, W. N., & Samsudin, M. A. (2019). Virtual reality to improve group work skills and self-directed learning in problem-based learning narratives. Virtual Reality, 23(4), 461-471. https://doi.org/10.1007/s10055-019-00381-1
Ajayi, V. O., & Achor, E. E. (2021). Is there any possibility of enhancing students' metacognitive awareness in chemistry in Ekiti state, Nigeria using predict-explain-observe-explain and vee heuristic .... International Journal of Literacy and ..., 1(1), 28-34. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3873478%0Ahttps://www.academia.edu/download/67739257/Ajayi_Achor_Is_there_any_possibility_of_enhancing_students_metacognitive_awareness.pdf
Al-Balushi, S. M., Al-Harthy, I. S., Almehrizi, R. S., Ambusiaidi, A. K., Al-Balushi, K. A., Al-Saadi, K. K., Al-Aghbari, M., & Al-Balushi, M. (2022). metacognitive awareness perceptions of students with high and low scores on TIMSS-Like science tests. International Journal of Cognitive Research in Science, Engineering and Education, 10(3), 73-82. https://doi.org/10.23947/2334-8496-2022-10-3-73-82
Alkan, F., & Erdem, E. (2014). The relationship between metacognitive awareness, teacher self-efficacy, and chemistry competency perceptions. Procedia - Social and Behavioral Sciences, 143, 778-783. https://doi.org/10.1016/j.sbspro.2014.07.475
Amin, A., Eltahan, A., Hamdy, S., Said, E., & Abdeen, M. A. (2023). Effect of metacognitive program on nursing students critical thinking. European Chemical Bulletin, 12(7), 3973-3992. https://www.eurchembull.com/uploads/paper/96150c95f4271df5b1e352812f37510b.pdf
Angelelli, C. V., Ribeiro, G. M. de C., Severino, M. R., Johnstone, E., Borzenkova, G., & da Silva, D. C. O. (2023). Developing critical thinking skills through gamification. Thinking Skills and Creativity, 49, 1-13. https://doi.org/10.1016/j.tsc.2023.101354
Antonio, R. P. (2020). Developing students' reflective thinking skills in a metacognitive and argument-driven learning environment. International Journal of Research in Education and Science, 6(3), 467-483. https://doi.org/10.46328/ijres.v1i1.1096
Atmatzidou, S., Demetriadis, S., & Nika, P. (2018). How does the degree of guidance support students' metacognitive and problem-solving skills in educational robotics? Journal of Science Education and Technology, 27(1), 70-85. https://doi.org/10.1007/s10956-017-9709-x
Awdah, D. Al, Jasmeen, S., & Alexander, A. (2017). A quantitative evaluation of metacognitive awareness among business administration students. Archives of Business Research, 5(1), 16-25. https://doi.org/10.14738/abr.51.2565
Baran, M., & Sozbilir, M. (2018). An application of context- and problem-based learning (C-PBL) into teaching thermodynamics. Research in Science Education, 48(4), 663-689. https://doi.org/10.1007/s11165-016-9583-1
Batlolona, J. R., & Kalean, A. (2023). The Effect of homogeneity psycho cognition strategies on students' understanding of physics concepts in static fluid topics. Indonesian Journal of Physics Education, 19(1), 89-100. https://doi.org/10.15294/jpfi.v19i1.40325
Bogdanović, I., Obadović, D. Ž., Cvjetićanin, S., Segedinac, M., & Budić, S. (2015). Students' metacognitive awareness and physics learning efficiency and correlation between them. European Journal Of Physics Education, 6(2), 18-30. https://doi.org/10.20308/ejpe.96231
Borge, M., & White, B. (2016). Toward the development of socio-metacognitive expertise: an approach to developing collaborative competence. Cognition and Instruction, 34(4), 323-360. https://doi.org/10.1080/07370008.2016.1215722
Cakici, D. (2018). Metacognitive awareness and critical thinking abilities of pre-service EFL teachers. Journal of Education and Learning, 7(5), 116. https://doi.org/10.5539/jel.v7n5p116
Casselman, B. L., & Atwood, C. H. (2017). Improving general chemistry course performance through online homework-based metacognitive training. Journal of Chemical Education, 94(12), 1811-1821. https://doi.org/10.1021/acs.jchemed.7b00298
Cer, E. (2019). The Instruction of Writing Strategies: The effect of the metacognitive strategy on the writing skills of pupils in secondary education. SAGE Open, 9(2), 1-17. https://doi.org/10.1177/2158244019842681
Ceylan, Ö. (2020). The effect of the waste management-themed summer program on gifted students' environmental attitude, creative thinking skills, and critical thinking dispositions. Journal of Adventure Education and Outdoor Learning, 00(00), 1-13. https://doi.org/10.1080/14729679.2020.1859393
Chang, C. S., Chung, C. H., & Chang, J. A. (2020). Influence of problem-based learning games on effective computer programming learning in higher education. Educational Technology Research and Development, 68(5), 2615-2634. https://doi.org/10.1007/s11423-020-09784-3
Chen, Z., Whitcomb, K. M., & Singh, C. (2018). Measuring the effectiveness of online problem-solving tutorials by multi-level knowledge transfer. Physics Education Research Conference Proceedings, 2018, 1143-1165. https://doi.org/10.1119/perc.2018.pr.chen
Chisholm-Burns, M. A., Kim Lee, J., Spivey, C. A., Slack, M., Herrier, R. N., Hall-Lipsy, E., Graff Zivin, J., Abraham, I., Palmer, J., Martin, J. R., Kramer, S. S., & Wunz, T. (2010). US pharmacists' effect as team members on patient care: Systematic reviews and meta-analyses. Medical Care, 48(10), 923-933. https://doi.org/10.1097/MLR.0b013e3181e57962
Choi, Y., & Son, L. K. (2023). Metacognitive awareness and the hot hand: when winning, no amount of awareness will have strong believers avoid the heuristic. Journal of Intelligence, 11(7), 1-15. https://doi.org/10.3390/jintelligence11070149
Choy. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Research in Science and Technology, 20(2), 198-206. https://doi.org/10.37648/ijrst.v10i04.002
Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: a review of the literature. Advances in Health Sciences Education, 21(5), 1087-1112. https://doi.org/10.1007/s10459-015-9645-6
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction executive summary. In Executive Summary “The Delphi Report"(650) 697-5628 . https://www.researchgate.net/publication/242279575.
Fenanlampir, A., Leasa, M., & Batlolona, J. R. (2021). The development of homogeneity psycho cognition learning strategy in physical education learning. International Journal of Evaluation and Research in Education, 10(3), 1047-1059. https://doi.org/10.11591/IJERE.V10I3.21713
Ferreira, P. C., Veiga Simão, A. M., & da Silva, A. L. (2015). The unidimensionality and overestimation of metacognitive awareness in children: Validating the CATOM. Anales de Psicologia, 31(3), 930-940. https://doi.org/10.6018/analesps.31.3.184221
Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental Inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1093/nq/CLVII.dec14.424-a
Goeden, T. J., Kurtz, M. J., Quitadamo, I. J., & Thomas, C. (2015). Community-based inquiry in allied health biochemistry promotes equity by improving critical thinking for women and showing promise for increasing content gains for ethnic minority students. Journal of Chemical Education, 92(5), 788-796. https://doi.org/10.1021/ed400893f
Goren, D., & Kaya, E. (2022). How is students' understanding of the nature of science related to their metacognitive awareness? Science and Education, 1-26. https://doi.org/10.1007/s11191-022-00381-9
Haddad, F., Tabieh, A. A. S., Alsmadi, M., Mansour, O., & Al-Shalabi, E. (2022). Metacognitive awareness of STEAM education among primary stage teachers in Jordan. Journal of Turkish Science Education, 19(4), 1171-1191. https://doi.org/10.36681/tused.2022.168
Handayani, R. W. (2020). Pre-service biology teachers: correlation of metacognition awareness with the ability to design experiments through vee diagram. Biosphere: Journal of Biology Education, 13(1), 143-154. https://journal.unj.ac.id/unj/index.php/biosfer/article/view/15092/8761
Heyes, C., Bang, D., Shea, N., Frith, C. D., & Fleming, S. M. (2020). Knowing Ourselves Together: The Cultural Origins of Metacognition. Trends in Cognitive Sciences, 24(5), 349-362. https://doi.org/10.1016/j.tics.2020.02.007
Hindun, I., Nurwidodo, N., & Wicaksono, A. G. C. (2020). Metacognitive awareness components of high-academic ability students in biology hybrid learning: Profile and correlation. JPBI (Indonesian Journal of Biology Education), 6(1), 31-38. https://doi.org/10.22219/jpbi.v6i1.11097
Hu, Y., & Li, C. (2020). Implementing a multidimensional education approach combining problem-based learning and conceive-design-implement-operate in a third-year undergraduate chemical engineering course. Journal of Chemical Education, 97(7), 1874-1886. https://doi.org/10.1021/acs.jchemed.9b00848
Hursen, C. (2021). The effect of problem-based learning method supported by web 2.0 Tools on academic achievement and critical thinking skills in teacher education. Technology, Knowledge and Learning, 26(3), 515-533. https://doi.org/10.1007/s10758-020-09458-2
Hussain, T. (2019). Metacognitive awareness and reading comprehension: association across gender and sector. Pakistan Social Sciences Review, 3(I), 474-485. https://doi.org/10.35484/pssr.2019(3-i)35
International Commission on the Futures of Education Commission. (2021). Reimagining our futures together: a new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379707.locale=en
Jonassen, D. H. (2000). Toward a design theory of problem-solving. Educational Technology Research and Development, 48(4), 63-85. https://doi.org/10.1007/BF02300500
Khoiriyah, U., Roberts, C., Jorm, C., & Van Der Vleuten, C. P. M. (2015). Enhancing students' learning in problem-based learning: Validation of a self-assessment scale for active learning and critical thinking. BMC Medical Education, 15(1), 1-8. https://doi.org/10.1186/s12909-015-0422-2
Kinoshita, H. (2022). Teaching of critical thinking skills by science teachers in japanese primary schools. Journal of Baltic Science Education, 21(5), 801-816. https://doi.org/10.33225/jbse/22.21.801
Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267. https://doi.org/10.1007/s11409-010-9060-6
Kuvac, M., & Koc, I. (2019). The effect of problem-based learning on the metacognitive awareness of pre-service science teachers. Educational Studies, 45(5), 646-666. https://doi.org/10.1080/03055698.2018.1509783
Kwan, C. Y. (2019). A thorny path: the developmental course of problem-based learning for health sciences education in Asia. Advances in Health Sciences Education, 24(5), 893-901. https://doi.org/10.1007/s10459-019-09920-6
Leasa, M., Fenanlampir, A., Batlolona, J. R., & Saimima, A. S. (2021). Problem-solving and creative thinking skills with the PBL model: The concept of the human circulatory system. Biosphere: Journal of Biology Education, 14(2), 154-166. https://journal.unj.ac.id/unj/index.php/biosfer/article/view/20825/11477
Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 1-21. https://doi.org/10.1016/j.tsc.2022.101069
Mack, S., Barron, S. L., & Boys, A. J. (2023). Digesting digestion: an educational laboratory to teach students about enzymes and the gastrointestinal tract. Journal of Chemical Education, 100(2), 907-913. https://doi.org/10.1021/acs.jchemed.2c00992
Markandan, N., Osman, K., & Halim, L. (2022). Integrating computational thinking and empowering metacognitive awareness in stem education. Frontiers in Psychology, 13(June), 1-18. https://doi.org/10.3389/fpsyg.2022.872593
Mendoza, J. A., & Elepaño, C. J. T. (2023). Metacognitive awareness levels of pre-service teachers. World Journal of Advanced Research and Reviews, 17(3), 365-375. https://doi.org/10.30574/wjarr.2023.17.3.0393
Miller, T. M. (2017). Measurement, theory, and current issues in metacognition: An overview. ACS Symposium Series, 1269, 1-15. https://doi.org/10.1021/bk-2017-1269.ch001
Mohseni, F., Seifoori, Z., & Ahangari, S. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension. Cogent Education, 7(1), 1-22. https://doi.org/10.1080/2331186X.2020.1720946
Nagarajan, S., & Overton, T. (2019). Promoting systems thinking using project- and problem-based learning. Journal of Chemical Education, 96(12), 2901-2909. https://doi.org/10.1021/acs.jchemed.9b00358
Nizlel, S., Amirul, H., & Kamid, M. (2022). Using a metacognitive learning approach to enhance students' critical thinking skills through mathematics education. SN Social Sciences, 2(4), 1-26. https://doi.org/10.1007/s43545-022-00325-8
Oyelekan, O. S., Jolayemi, S. S., & Upahi, J. E. (2019). Relationships among senior school students' self-efficacy, metacognition and their achievement in chemistry. Cypriot Journal of Educational Sciences, 14(2), 208-221. https://doi.org/10.18844/cjes.v14i2.2564
Pozas, M., Loffler, P., Schnotz, W., & Kauertz, A. (2020). The effects of context-based problem-solving tasks on students' interest and metacognitive experiences. Open Education Studies, 2(1), 112-125. https://doi.org/10.1515/edu-2020-0118
Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13, 1-13. https://doi.org/10.3389/fpsyg.2022.913219
Ruiz de Zarobe, Y., & Smala, S. (2020). Metacognitive awareness in language learning strategies and strategy instruction in CLIL settings. Journal for the Psychology of Language Learning, 2(2), 20-35. https://doi.org/10.52598/jpll/2/2/3
Saleh, R., Zubaidah, S., & Mahanal, S. (2023). The Correlation between critical thinking and metacognitive skills on student retention across genders in senior high school. Uniciencia, 37(1), 1-20. https://doi.org/10.15359/ru.37-1.7
Sandi-Urena, S., Cooper, M. M., & Stevens, R. H. (2011). Enhancement of metacognition use and awareness by means of a collaborative intervention. International Journal of Science Education, 33(3), 323-340. https://doi.org/10.1080/09500690903452922
Saqr, M., & Alamro, A. (2019). The role of social network analysis as a learning analytics tool in online problem-based learning. BMC Medical Education, 19(1), 1-11. https://doi.org/10.1186/s12909-019-1599-6
SCHRAW, G. (1998). Promoting general metacognitive awareness. Entomologia Experimentalis et Applicata, 26, 113-125. https://doi.org/10.1023/A
Sellars, M., Fakirmohammad, R., Bui, L., Fishetti, J., Niyozov, S., Reynolds, R., Thapliyal, N., Liu-Smith, Y. L., & Ali, N. (2018). Conversations on critical thinking: Can critical thinking find its way forward as the skill set and mindset of the century? Education Sciences, 8(4), 1-29. https://doi.org/10.3390/educsci8040205
Sensoy, I. (2021). A review of food digestion in the digestive tract and the used in vitro models. Current Research in Food Science, 4, 308-319. https://doi.org/10.1016/j.crfs.2021.04.004
Siagian, M. V., Saragih, S., & Sinaga, B. (2019). Development of learning materials oriented on problem-based learning model to improve students' mathematical problem solving ability and metacognition ability. International Electronic Journal of Mathematics Education, 14(2), 331-340. https://doi.org/10.29333/iejme/5717
Siegesmund, A. (2016). Increasing student metacognition and learning through classroom-based learning communities and self-assessment. journal of Microbiology & Biology Education, 17(2), 204-214. https://doi.org/10.1128/jmbe.v17i2.954
Siqueira, M. A. M., Gonçalves, J. P., Mendonça, V. S., Kobayasi, R., Arantes-Costa, F. M., Tempski, P. Z., & Martins, M. de A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1-10. https://doi.org/10.1186/s12909-020-02318-8
Song, J. H. H., Loyal, S., & Lond, B. (2021). Metacognitive awareness scale, domain specific (MCAS-DS): assessing metacognitive awareness during raven's progressive matrices. Frontiers in Psychology, 11(January), 1-14. https://doi.org/10.3389/fpsyg.2020.607577
Sonowal, M., & Kalita, M. (2019). Metacognitive awareness and academic achievement of higher secondary level arts stream, students of Dibrugarh District, Assam. International Journal of Humanities and Social Science, 6(4), 17-23. https://doi.org/10.14445/23942703/ijhss-v6i4p103
Stanton, J. D., Neider, X. N., Gallegos, I. J., & Clark, N. C. (2015). Differences in metacognitive regulation in introductory biology students: When prompts are not enough. CBE Life Sciences Education, 14(2), 1-12. https://doi.org/10.1187/cbe.14-08-0135
Stephenson, N. S., Miller, I. R., & Sadler-Mcknight, N. P. (2019). Impact of peer-led team learning and the science writing and workshop template on the critical thinking skills of first-year chemistry students. Journal of Chemical Education, 96(5), 841-849. https://doi.org/10.1021/acs.jchemed.8b00836
Sutarto, Dwi Hastuti, I., Fuster-Guillén, D., Palacios Garay, J. P., Hernández, R. M., & Namaziandost, E. (2022). The effect of problem-based learning on metacognitive ability in the conjecturing process of junior high school students. Education Research International, 2022, 1-10. https://doi.org/10.1155/2022/2313448
Tadesse, S. G., Tadesse, D. G., & Dagnaw, E. H. (2022). Problem-based learning approach increases the academic satisfaction of health science students in Ethiopian universities: a comparative cross-sectional study. BMC Medical Education, 22(1), 1-12. https://doi.org/10.1186/s12909-022-03397-5
Tosun, C., & Senocak, E. (2013). The effects of problem-based learning on metacognitive awareness and attitudes toward chemistry of prospective teachers with different academic backgrounds recommended citation tosun, cemal and senocak, Erdal (2013) "The Effects of Problem-Based Learning. Australian Journal of Teacher Education, 38(3), 61-73. http://ro.ecu.edu.au/ajte/vol38/iss3/4Availableat:http://ro.ecu.edu.au/ajte/vol38/iss3/4
Tuononen, T., Hyytinen, H., Räisänen, M., & Hailikari, T. (2023). Metacognitive awareness in relation to university students' learning profiles. Metacognition and Learning, 18, 37-54. https://link.springer.com/article/10.1007/s11409-022-09314-x
Vivante, I., & Vedder-Weiss, D. (2022). Examining science teachers' engagement in professional development: A multimodal situated perspective. Journal of Research in Science Teaching, 1401-1430. https://doi.org/10.1002/tea.21836
Wardoyo, C., Narmaditya, B. S., & Wibowo, A. (2021). Does problem-based learning enhance metacognitive awareness of economics students? Pegem Egitim ve Ogretim Dergisi, 11(4), 329-336. https://doi.org/10.47750/pegegog.11.04.32
Williams, D. P. (2017). Learn on the move: a problem-based induction activity for new university chemistry students. Journal of Chemical Education, 94(12), 1925-1928. https://doi.org/10.1021/acs.jchemed.7b00399
Xie, Y., Wang, J., Li, S., & Zheng, Y. (2023). Research on the influence path of metacognitive reading strategies on scientific literacy. Journal of Intelligence, 11(5), 1-16. https://doi.org/10.3390/jintelligence11050078
Yore, L. D., & Treagust, D. F. (2006). Current realities and future possibilities: Language and science literacy-empowering research and informing instruction. International Journal of Science Education, 28(2-3), 291-314. https://doi.org/10.1080/09500690500336973
Zhan, Y., Yan, Z., Wan, Z. H., Wang, X., Zeng, Y., Yang, M., & Yang, L. (2023). Effects of online peer assessment on higher-order thinking: A meta-analysis. British Journal of Educational Technology, 54(4), 817-835. https://doi.org/10.1111/bjet.13310
Downloads
Published
How to Cite
Issue
Section
License
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.