Exploring the Correlation between metacognition and Cognitive retention of students using some biology teaching strategies

Palennari, Muhiddin (2016) Exploring the Correlation between metacognition and Cognitive retention of students using some biology teaching strategies. Journal of Baltic Science Education, 15 (5). pp. 617-629. ISSN 1648-3898

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Abstract

This research was conducted during one semester in four different classes that were taught biology by using four dif- ferent teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching. This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching strategies in biology classroom, while the correlations between metacognitive skills and cognitive retention were significant. The results of the analysis of variance related to the regres- sion equation in the four different strategies were parallel and did not coincide; the regression line of PBLJigsaw strategy was at the highest position. It indicated that this strategy has the potency to empower metacognitive skills and simultaneously increased cognitive retention.

Item Type:	Article
Subjects:	FMIPA > PENDIDIKAN BIOLOGI - (S1) FMIPA
Depositing User:	Dr Muhiddin Palennari
Date Deposited:	21 Jun 2023 05:51
Last Modified:	27 Jun 2023 07:06
URI:	http://eprints.unm.ac.id/id/eprint/30517

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