Comparing Metacognitive Skill between Problem-based Learning

Combine Question Student Have and Problem-based Learning

Combine Learning Journal

Zulfiani

, Eny S. Rosydatun

, Silak Hasiani

, Ghina Rohmatulloh

and Nila Zuqistya

Biology Education Department, Universitas Islam Negeri Syarif Hidayatullah Jakarta,Ciputat Indonesia

Keywords: Metacognitive skill, problem-based learning, question student have, learning journal.

Abstract: Metacognitive skills is a very important skill possessed by students regarding the ability for planning,

monitoring and evaluating the cognition process in order to achieve its learning objectives. This research

aimed to determine comparing metacognitive skill between Problem-Based Learning combine Question

Student Have and Problem-Based Learning combine Learning Journal. The research methods used Pretest-

Postest Nonequivalent Control Group Design with ninety-six senior high school students in South

Tangerang. The Anova Test result shows there are significant differences on metacognitive skill (F = 9,388,

p < 0,05) with the intervention of PBL (control), PBL combine QSH (first experiment), and PBL combine

LJ (second experiment). Tukey Test results showed there are significance difference on metacognitive skills

with PBL versus PBL-QSH (p=0,000 < α = 0,05) and PBL versus PBL-LJ (p=0,010 < α 0,05). There was

no significance difference on metacognitive skills between treatment PBL-QSH versus PBL-LJ (p=0,520 >

α = 0,00). The three aspects of metacognitive skills, planning, monitoring and evaluation have significant

differences in the overall treatment.

1 INTRODUCTION

In this 21

century, people are being pushed and

demand to master various skills. Thus, on this case,

education is expected to prepare students mastering

these various skills in order to be a successful

individual in their life. Important skills in the 21

century are still relevant to the four pillars of life

which include learning to know, learning to do,

learning to be and learning to live together. Each of

the four pillars consist of special skills that need to

be empowered in learning activities. For example,

critical thinking skills, problem solving,

metacognition skills, communication skills,

collaboration skills, innovation and creation skills,

information literacy skill and many other (Zubaidah

2017). This is affirmed by (Ozturk 2017) that

teaching metacognitive to individuals is the main

goal of education since the 21

century, students

must be able to build strong content knowledge with

response to various audiences, tasks, goals, critical

disciplines by synthesizing from various sources.

Metacognitive skills also needed more than ever in

order to aid individuals and groups in becoming

more adaptable and flexible (Hogan et al. 2015).

One of the skills that students must have is the

metacognitive skills. John Flavell defined

metacognitive in the end of 1970’s as “cognition

about cognition phenomena” or in short “thinking

about thinking” (Lai 2011). Metacognitive refers to

high-level thinking skills that enable active control

regarding the relationship of cognitive processes in

learning (Livingston 2003).

Metacognition is a person's knowledge and

awareness about his cognition and ability to regulate

his cognition process. Metacognition knowledge

includes declarative, procedural and conditional

knowledge. The process of cognition has three

essential functions, namely planning, monitoring and

evaluating the process of cognition in order to

achieve the goals (Boekaerts 1999). And its

strengthened by (Balcikanli 2011), that there are

three skill categories that have an important role in

regulating student skills related to the learning

process, namely the skills of planning, monitoring

and evaluating.

2892

Zulﬁani, ., S. Rosydatun, E., Hasiani, S., Rohmatulloh, G. and Zuqistya, N.

Comparing Metacognitive Skill between Problem-based Learning Combine Question Student Have and Problem-based Learning Combine Learning Journal.

DOI: 10.5220/0009915028922899

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2892-2899

ISBN: 978-989-758-458-9

Based on the observation and interview in high

schools located in South Tangerang, biology

teachers stated that metacognitive skills are new,

assessment for metacognitive skills is still small, and

there is no specific learning model to improve

students' metacognitive skills.

Students begin learning when faced with

problems, at that time the conditions creates

stimulus in student’s metacognitive experience.

Skilled problem solvers reflect the metacognitive

skills used during the problem solving process

(Delvecchio 2011). Thus, we need a problem-

oriented learning model.

Problem-based learning is an effective approach

in teaching high-level thinking processes. Problem-

based teaching is a learning approach where students

work on authentic problems with the intention of

compiling knowledge, developing inquiry, high-

level thinking skills, developing independence and

confidence (Trianto 2009). Problem-based Learning

(PBL) is the leading method among student-centered

methods that provides individuals with developing

their metacognitive skills. In order to do planning, to

provide alternative solutions, to analyze and

synthesize, to present the alternative solutions

provided, and to evaluate the process when a new

problem is faced, a person should be able to use

metacognitive skills successfully (Tosun and

Senocak 2013).

Research from (Danial 2010) and (Arifah 2017)

that Problem-based Learning (PBL) strategy has a

very significant effect on student metacognition

skills. Meanwhile (Yeyendra 2017) and (Fathinah,

Ibnu, and Suharti 2016) research results revealed

that the effect of using Learning Journals (LJ) with

the Problem Based Learning method can increase

the average metacognitive ability of students.

Another fact, in a study by (Kristiani 2015) revealed

that there is a positive relationship between

metacognitive skills and cognitive learning

outcomes of students in the use of scientific learning

in the 2013 biology learning high school curriculum.

Therefore, (Kurnia E and Sulistyo 2015) research

shows that the question strategy has asignificant

influence on learning outcomes; it is in accordance

with research that the Question Student Have (QSH)

strategy has an influence on learning outcomes.

However, information related to the effectiveness

of learning journals and student have questions

integrated with problem solving models of

metacognitive skills is still minimal. Hence, this

paper presents the findings of student’s

metacognitive skills towards the integrated QSH

PBL model and LJ’s integrated PBL model.

2 RESEARCH METHOD

.1 Purpose of the Research

This research is a comparational research to

determine which one are better between the class

used PBL integrated with QSH or PBL integrated

with LJ.

2.2 Method Samples

This research was conducted at state senior high

school at Tangerang Selatan in the 2017/2018

academic year for ± 2 months. The sample were

selected by using random sampling technique.

This research used quasi experiment with

nonequivalent pretest-posttest control group (Cohen,

Manion, and Morrison 2005). There are a total of 96

students involved with this research, consisting of 35

male and 61 females with 32 students in the PBL

experiment QSH integrated, 30 students PBL

integrated learning journals and 34 students in

control class. Metacognitive skill instruments are

given before and after treatment in formal classroom

Learning Model Instrument N



SDV Min. Max.

PBL (X1)

Pretest 34 26,69 11,20 3.70 40,47

Posttest 34 50,44 10,24 25.93 70,37

PBL – QSH (X2)

Pretest 32 29,40 15,31 0.00 48,15

Posttest 32 63,54 12,59 37,04 85,19

PBL – LJ

(X3)

Pretest 30 24,44 9,41 11,11 40,74

Posttest 30 60,00 15,21 33.33 96,30

Table 1 : Pretest and Posttest Metacognitive Skill.

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learning settings to 10

grade high school students in

South Tangerang.

2.3 Instrument

The research instrument is in a form of description

test. The instrument used refers to

the instrument of

metacognitive skills that have been developed by

(Zulfiani et al. 2018) on the development of

metacognitive skill instruments includes cognitive

questions on open ended problem solving forms

accompanied by questions that refer to

metacognitive skills.

The metacognitive test instruments skills are

calibrated in advance through several test stages

such as validity, reliability, differentiation and level

of difficulty. Based on the calibration test results, the

number of instrument questions consisted of 9

metacognitive skill questions and 3 cognitive

description questions with a Cronbach Alpha value

of 0.746 (high category).

The non-test instrument used in this research is

lesson plan, student’s worksheet, learning journal,

and observation checklist.

2.4 Data Analysis

The data analysis used is a prerequisite test and

hypothesis testing with the help of SPSS22.

Prerequisite test uses normality test (Kolmogorov-

Smirnov test) and homogeneity (Levene test).

While testing the hypothesis using Anova test and

Tukey test (parametric) and Kruskal Willis test

(nonparametric).

3 RESULT AND DISCUSSION

3.1 Metacognitive Skil

Table 1 and Figure 1 summarizes the descriptive

statistics of pretest and posttest metacognitive skills

in each group with PBL as the control class. All of

the data were then tested statistically with the

normality test. Based on the results on Table 2 of the

normality test in class X1 (0.092), X2 (0.200), and

X3 (0.200)> 0.05, it can be concluded that when the

class has a value of metacognitive skills that are

normally distributed. Thus the homogeneity test

results obtained 0.152> 0.05. So it is concluded that

the three classes have the same variant of values.

Furthermore, because the data of the three

classes are normally distributed and homogeneous

the hypothesis tests used are parametric tests (Anova

and tukey tests). Table 3 shows the results of the

Anova test to prove the hypothesis whether there are

mean differences between treatments.

Figure 1 : Metacognitive Skill’s Mean based Learning Strategies.

100

PBL PBL‐QSH PBL‐LJ

Mean

LearningStrategies

Pretest

Posttest

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Table 2: Result of Prerequisite Test.

Learning Model

Prerequisite Test

Normality Test Homogenity Test

PBL (X1) 0.092

0.152

PBL – QSH (X2) 0.200

PBL – LJ (X3) 0.200

Conclution

Normally Distributed

(>0.05)

Homogenous

(>0.05)

ANOVA test result obtained a probability value

<0.05, so it can be concluded that the average of the

three classes have significant differences in average,

further test are carried out by the Tukey test.

Based on the data on Table 4, it was concluded

that there were two classes that had significant

average differences, namely between the integrated

PBL classes with QSH and PBL, and between the

integrated PBL classes with LJ and PBL. Whereas

the class that does not have a significant difference

is between the integrated PBL class with QSH and

the integrated PBL with LJ. The result below show

that integrated PBL class with QSH will obtain

better metacognitive skill than without QSH. The

QSH strategy is integrated in the PBL model at the

stage of guiding individual investigation in groups.

The QSH technique in this study gives students the

opportunity to ask question directly to the teacher in

writing. The strategy allows students to actively

participate with indirectly maintain their self-

regulatory to ensure the question they ask get

answers. Self-regulatory activities are related to the

metacognitive skill that include planning,

monitoring, and evaluation. Metacognitive refers to

high-level thinking skill that include active control

regarding the relationship of cognitive process in

learning (Livingston 2003).

PBL integration with LJ proved to have a better

effect than PBL alone. According to (Sabilu 2008),

metacognitive skills can be developed one of them

by applying learning journals because learning

journals are a method that can improve the ability

to write and reflect on them. The application of

learning journals to improve metacognitive skills

will be better if done together with a learning

strategy that is able to accommodate the

empowerment of metacognitive skills, one of which

is PBL (Setiawan and Susilo 2015).

By writing learning journals, students attempt to

organize the previously presented information into a

coherent whole and to integrate it into their prior

knowledge. Learning journals were used as strategy

activators to help students activate meta-strategic

knowledge and to apply beneficial cognitive and

metacognitive strategies during learning (Cazan

2012).

Tabel 3: Anova Test Result.

ANOVA

Metacognitive Skill

Sum of Squares Df Mean Square F Sig.

Between Groups 3043,888 2 1521,944 9,388 ,000

Within Groups 15076,642 93 162,114

Total 18120,530 95

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Table 4: Tukey Test Result.

Dependent Variable: Metacognitive Skills

(I) Learning

Model

(J) Learning

Model

Mean Difference

(I-J) Std. Error Sig.

95% Confidence Interval

Lower

Bound

Upper

Bound

Tukey

HSD

PBL

QSH

-13,10570

-9,56382

3,13594

3,18934

,000

,010

-20,5749

-17,1602

-5,6365

-1,9674

QSH

PBL

13,10570

3,54187

3,13594

3,23572

,000

,520

5,6365

-4,1650

20,5749

11,2488

PBL

QSH

9,56382

-3,54187

3,18934

3,23572

,010

,520

1,9674

-11,2488

17,1602

4,1650

*. The mean difference is significant at the 0.05 level.

3.1.1 Metacognitive Skills: Planning,

Monitoring, and Evaluating

Based on the results of the normality test both

aspects of planning, monitoring and evaluation have

abnormal data results. Or p value <0.05. Then the

statistical test carried out is the nonparamteric test,

the Kruskal Wallis test. Table 4 describes the results

of the Kruskal Wallis test in three aspects of

metacognitive skills. Based on Table 4, test the

hypothesis of the Kruskal Wallis test, p planning

value (p = 0.002); monitoring (p = 0.023),

evaluation (p = 0.010) where p <0.05 which

concluded that there were significant differences in

aspects of planning, monitoring, and evaluating

between the control group and the integrated PBL-

QSH group, and PBL integrated Learning Journal.

According to Flavell, when students are faced

with problems, at that time students begin learning;

these conditions include stimuli in students'

metacognitive experience. Skilled problem solvers

reflect the metacognitive skills used during the

problem solving process (Delvecchio 2011).

(Hmelo, Gotterer, and Bransford 1997) argue

that problem-based learning is a different way of

using knowledge to solve problems, and it is this

‘functioning’ knowledge that involves the

metacognitive processes because problem-based

learning uses real world cases or problems as the

starting point, the processes involved in solving

these problems should lead to the development of

characteristics of metacognition. Problem-based

learning require the successful student to monitor

and direct the process of problem solving, bringing

memory of concepts and processes learned earlier to

bear upon the current problem, and the case is then

reviewed, requires reflection upon declarative,

procedural, and conditional knowledge. Therefore,

problem-based learning should be ideally tailored to

the rapid development of metacognition (Downing

et al. 2009).

(Tas and Sungur 2012) also revealed that PBL

provides students with opportunities for the

development of various skills; students collaborate

with each other to solve the problem, develop

critical thinking skills, learn to apply the knowledge,

and relate it with daily life experience. Students are

expected to apply the knowledge and demonstrate

metacognitive skills such as monitoring their own

understanding.

Table 5: Kruskal Wallis Test Planning, Monitoring and Evaluation Aspects Results.

Planning Monitoring Evaluating

Chi-Square 12,689 7,527 9,141

Df 2 2 2

Asymp. Sig. ,002 ,023 ,010

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4 CONCLUSION

There are significant differences in metacognitive

skills between PBL and QSH integrated PBL as well

as between PBL and PBL integrated learning

journals. But there is no significant difference

between PBL-QSH and PBL-LJ. The three aspects

of metacognitive skills, planning, monitoring and

evaluation have significant differences between all

treatments. This shows that the differences in

interventions in each treatment affect all aspects of

their metacognitive skills.

The 2013 Curriculum Recommendation

recommends the PBL Model in Biology learning

that allows students to be actively involved in

learning and responsible for the learning process and

its metacognitive skills. Teachers can try to apply

the integrated PBL Model of integrated QSH and

PBL-LJ.

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(Developing Metacognitive Skills Instrument on Fungi

Concept).” Edusains.

APPENDIX

Example of Metacognitive Skill Inventory

Content and

Indicator

Article for Question Number 1.1 - 1.3

General

characteristics

of Fungi

Identifiy general

characteristics

of Fungi

Read the article below carefully!

Is it dangerous to eat moldy bread?

When you see fungi/mushrooms on bread, you actually only see the tip of the iceberg.

Do not ever eat the bread just by removing the moldy little parts. It can be said that

fungi/mushrooms have long threads like roots embedded in food and "you may not know

how far (fungus) has been removed," said Marianne H. Gravely, an educator from the

Department of Agricultural Food Safety (USDA) and United States Supervision

Services.

The USDA recommends removing bread and other baked food when moldy, because

microscopic fungi can cause allergic reactions and respiratory problems in some people.

Some fungi, under certain conditions, can produce harmful substances called

mycotoxins. The worst impact of this substance is aflatoxin, which can cause liver cancer

and is found mainly in nuts and corn when harvesting and storing in the granary. But,

consumers in the US can be relieved because the fungus is monitored by government

agencies. Quoted from the New York Times, Sunday (1/11/2015) afternoon, Gravely

said again that if you want to maintain some bread, Gravely recommends cutting most of

the area surrounding the fungus with a healthy margin to ensure you remove all parts of

the fungi/mushrooms. However, check all parts of the bread carefully because there may

be more invisible fungi. Fungi/mushrooms are an indication that bread may have been

stored too long and passed from the consumption limit. Moldy foods may also have

bacteria that are not visible to the naked eye.

USDA generally recommends removing most moldy foods, except for foods that are

intentionally fermented, for example salami and cheese. But if the fungus appears later,

not from the food ingredients, it should be discarded. Never sniff out the fungus you see

in food, because it can cause breathing problems if the mold spores are inhaled. Wrap

moldy food in a plastic bag before throwing it away, then throw it in the trash bin that

has a lid. Clean the area where the food is stored and check other food nearby to see if

they have been contaminated. The reason is, the fungus can spread easily through the air

or contact with contaminated food.

Source : http://health.liputan6.com/read/2353547/bahayakah-makan-roti-berjamur

Problem : “According to you, what is the specific characteristic(s) between eatable

mushroom and poisonous moshrooms?

Content and

Indicator

Metacognitive Skill’s

Indicator

Type of

Question

Number Of

Question

General

characteristics

of Fungi

Planning

Designing

step(s)/method(s) to

solving a problem/task

Essay 1.1

Write down the

step(s)/method(s) to solving

a problem above!

Monitoring

Analyzing the important

informations within

Essay 1.2

What information you

needs to solve that

problem?

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Content and

Indicator

Article for Question Number 1.1 - 1.3

solving a problem/task

Evaluation

Assessing goals

performance

Essay 1.3

According to you, is your

step(s)/method(s)

answering question number

1.2 appropriate? Give your

reason!

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