| Autor: |
Pujiastuti, Indah Panca, Susilo, Herawati, Lukiati, Betty |
| Zdroj: |
Pegem Journal of Education & Instruction / Pegem Egitim ve Ögretim; 2023, Vol. 13 Issue 4, p214-223, 10p |
| Abstrakt: |
Metacognition and critical thinking have become essential variables in science teaching. However, the low level of students' metacognition and critical thinking at various educational levels in Indonesia is still widely reported. Therefore, the GIRQA instructional model is needed to minimize the recurring gap. This study aims to determine the effect of implementing GIRQA on the students' Metacognition Awareness (MA) and Critical Thinking Skills (CTS) in Biology. This quasi-experimental study used a non-randomized control-group pre-test and post-test design. The populations were 214 students from the 10th-grade Science Program at one of the high schools in Jombang Regency, East Java, Indonesia. We used a cluster random sampling design to assign two groups (72 students) as the research samples. The instrument for measuring MA was the metacognition awareness inventory. Then, an integrated essay test was used to measure CTS. The results showed differences in metacognition awareness and critical thinking skills between students taught with the GIRQA and traditional learning models. The GIRQA contributed 48.1% to students' MA and 41.4% to students' CTS. Future research shall explore the relationship between metacognition and critical thinking using several instructional models. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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