Relationship between metacognitive skills and critical thinking in elementary science lectures through guided inquiry model
DOI:
10.29303/jpm.v18i5.5225Published:
2023-09-27Issue:
Vol. 18 No. 5 (2023): September 2023Keywords:
Correlational Research, Metacognitive Skills, Critical ThinkingArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Learning science helps one develop understanding and thinking habits and allows students to master many life skills. Science learning emphasizes empowering high-level thinking skills such as metacognitive and critical thinking. This study aimed to determine the relationship between metacognitive skills and critical thinking using a guided inquiry strategy in elementary science education lectures. The study results show a relationship between metacognitive skills and students' critical thinking in Elementary Science Education lectures in learning using the guided inquiry strategy. The value of the correlation coefficient (r) of students' metacognitive skills with critical thinking in Elementary Science Education lectures is 0.859 (very high). The direction of the relationship between metacognitive skills and critical thinking is a positive relationship. The coefficient of determination (r2) is 0.737, so it can be explained that the variability of students' critical thinking values is determined by 73.3% of metacognitive skills. The regression significance value proves that the regression line equation can be used for prediction. The equation of the regression line for the relationship between metacognitive skills and students' critical thinking in Elementary Science Education lectures using the guided inquiry strategy is Y ̂=0.960+0.863X.
References
Panggabean, F., Simanjuntak, M. P., Florenza, M., Sinaga, L., & Rahmadani, S. (2021). Analisis peran media video pembelajaran dalam meningkatkan hasil belajar ipa smp. JPPIPAI: Jurnal Pendidikan Pembelajaran Ilmu Pengetahuan Alam Indonesia, 1(2).
Kusuma, A. S., & Busyairi, A. (2023). Pengaruh Strategi Pembelajaran Guided Inquiry Terhadap Keterampilan Metakognitif dan Berpikir Kritis Mahasiswa Pada Perkuliahan Pendidikan IPA SD. Journal of Classroom Action Research, 5(Special Issue), 88-97.
Zubaidah, S. (2017). Pembelajaran Sains (IPA) Sebagai Wahana Pendidikan Karakter.–Universitas Negeri Malang.
Flavel, J. H. (1976). Metacognitive Aspects of Problems Solving. The Nature of lnteUigelice.
Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13.
Naimnule, L., & Corebima, A. D. (2018). The correlation between metacognitive skills and critical thinking skills toward students’ process skills in biology learning. Journal of Pedagogical Research, 2(2), 122-134.
Bae, H., & Kwon, K. (2021). Developing metacognitive skills through class activities: what makes students use metacognitive skills?. Educational Studies, 47(4), 456-471.
Miller, T. M. (2017). Measurement, theory, and current issues in metacognition: An overview. Metacognition in chemistry education: Connecting research and practice, 1-15.
Yusnaeni, Corebima, A. D., Susilo, H., & Zubaidah, S. (2020). The Contribution of Metacognitive Skills and Creative Thinking Skills in 21st Century Learning. Universal Journal of Educational Research, 8(4A), 31–36.
Az-Zahra, R., Rusdi, R., & Ristanto, R. H. (2021). Metacognitive, Critical Thinking, and Concept Understanding of Motion Systems: A Correlational Study. Bioedukasi: Jurnal Pendidikan Biologi, 14(2), 156-170.
Ye, Q., Zou, F., Lau, H., Hu, Y., & Kwok, S. C. (2018). Causal evidence for mnemonic metacognition in human precuneus. Journal of Neuroscience, 38(28), 6379-6387.
Lund, A. E., & Russell, C. (2022). What is the relationship between collective memory and metacognition? Progress in Brain Research, 274(1), 31-70.
Fleming, S. M., & Frith, C. D. (Eds.). (2014). The cognitive neuroscience of metacognition (pp. 1-6). Berlin: Springer.
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), fe3.
Chang, C., Colón-Berlingeri, M., Mavis, B., Laird-Fick, H. S., Parker, C., & Solomon, D. (2021). Medical student progress examination performance and its relationship with metacognition, critical thinking, and self-regulated learning strategies. Academic Medicine, 96(2), 278-284.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In Handbook of metacognition in education (pp. 311-328). Routledge.
McIntosh, R. D., Fowler, E. A., Liu, T., & Della Sala, S. (2019). Wise up: Clarifying the role of metacognition in the Dunning-Kruger effect. Journal of Experimental Psychology: General, 148(11), 1882–1897. https://doi.org/10.1037/xge0000579
Muhlisin, A., Susilo, H., Mohamad, A. M. I. N., & Rohman, F. (2018). The effectiveness of RMS learning model in improving metacognitive skills on science basic concepts. Journal of Turkish Science Education, 15(4), 1-14.
Arslan, S. (2018). Investigating predictive role of critical thinking on metacognition with structural equation modeling. MOJES: Malaysian Online Journal of Educational Sciences, 3(2), 1-10.
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52.
Sadeghi, B., Hassani, M. T., & Rahmatkhah, M. (2014). The Relationship between EFL Learners. Metacognitive Strategies, and Their Critical Thinking. Journal of Language Teaching and Research, 5(5), 1167.
Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2020). Critical thinking: Skill development framework.
Nurfaizah, N., Putro, K. Z., & Tejaningrum, D. (2022). Students’ critical thinking skills in the learning strategy course. Jurnal Penelitian Ilmu Pendidikan, 15(1), 46-54. doi:https://doi.org/10.21831/jpipfip.v15i1.41689.
Nawawi, S., & Wijayanti, T. F. (2018). Pengembangan asesmen biologi berbasis keterampilan berpikir kritis terintegrasi nilai Islam. Jurnal Inovasi Pendidikan IPA, 4(2), 136-148.
Amin, A. M., Corebima, A. D., Zubaidah, S., & Mahanal, S. (2020). The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures. European Journal of Educational Research, 9(1), 143-163.
Buku, M. N. I., Corebima, A. D., & Rohman, F. (2016). The correlation between metacognitive skills and the critical thinking skills of the senior high school students in biology learning through the implementation of problem-based learning (PBL) in Malang, Indonesia. International Journal of Academic Research and Development, 1(5), 58-63.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Leavy, P. (2022). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. Guilford Publications.
Corebima, A. D. (2009, November). Metacognitive skill measurement integrated in achievement test. In Third International Conference on Science and Mathematics Education (CoSMEd) (Vol. 5, No. 1).
Shively, K., Stith, K. M., & Rubenstein, L. D. (2018). Measuring what matters: Assessing creativity, critical thinking, and the design process. Gifted Child Today, 41(3), 149-158.
Gravetter, F. J., Wallnau, L. B., Forzano, L. A. B., & Witnauer, J. E. (2020). Essentials of statistics for the behavioral sciences. Cengage Learning.
Montgomery, D. C; Peck, E. A; Vining, G. G. (2015). Introduction to Linear Regression Analysis 5nd. NJ: John Willey & Sons, Inc.
Siebert, C. F., & Siebert, D. C. (2017). Data analysis with small samples and non-normal data: Nonparametrics and other strategies. Oxford University Press.
Jackson, S. L. (2015). Research methods and statistics: A critical thinking approach. Cengage learning.
Ravid, R. (2019). Practical statistics for educators. Rowman & Littlefield Publishers.
Fahim, M., & Dorrimanesh, P. (2015). Do better critical thinkers use metacognitive learning strategies more frequently. Advances in Asian Social Science, 6(3), 1045-1052.
Lajoie, S. P. (2008). Metacognition, self regulation, and self-regulated learning: A rose by any other name?. Educational Psychology Review, 20(4), 469-475.
Bransford, John D., Brown Ann L., and Cocking Rodney R. (2000). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and learning, 5, 137-156.
.[41] Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching. Retrieved [30/12/2021] from https://cft. vanderbilt. edu/guides-sub-pages/metacognition.
Brown, T. (2004). Critical thinking and learning: An encyclopedia for parents and teachers: Bloom’s taxonomy and critical thinking.
Evens, M., Verburgh, A., & Elen, J. (2013). Critical thinking in college freshmen: The impact of secondary and higher education. International Journal of Higher Education, 2(3), 139-151.
Akcaoğlu, M. Ö., Mor, E., & Külekçi, E. (2023). The mediating role of metacognitive awareness in the relationship between critical thinking and self-regulation. Thinking Skills and Creativity, 47, 101187.
Boonsathirakul, J., & Kerdsomboon, C. (2021). The Investigation of Critical Thinking Disposition among Kasetsart University Students. Higher Education Studies, 11(2), 224-232.
Ku, K. Y., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and learning, 5, 251-267.
Diella, D., & Ardiansyah, R. (2017). The correlation of metacognition with critical thinking skills of grade XI students on human excretion system concept. Jurnal Penelitian dan Pembelajaran IPA, 3(2), 134-142.
Anugraheni, I. (2020). Analisis Kesulitan Mahasiswa dalam Menumbuhkan Berpikir Kritis Melalui Pemecahan Masalah. Jurnal Cendekia: Jurnal Pendidikan Matematika, 4(1), 261-267.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational psychologist, 46(1), 6-25.
Shimamura, A. P. (2008). A neurocognitive approach to metacognitive monitoring and control. Handbook of metamemory and memory, 11, 373-390.
Veenman, M. V. J., Prins, F. J., & Elshout, J. J. (2002). Initial inductive learning in a complex computer-simulated environment: the role of metacognitive skills and intellectual ability. Computers in Human Behavior, 18(3), 327-341.
Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). 2. assessing metacognition and self-regulated learning.
Wicaksono, A. C. (2014). Hubungan keterampilan metakognitif dan berpikir kritis terhadap hasil belajar kognitif siswa SMA pada pembelajaran Biologi dengan strategi reciprocal teaching. Jurnal pendidikan sains, 2(2), 85-92.
Malahayati, E. N., Corebima, A. D., & Zubaidah, S. (2015). Hubungan keterampilan metakognitif dan kemampuan berpikir kritis dengan hasil belajar biologi siswa sma dalam pembelajaran problem based learning (PBL). Jurnal Pendidikan Sains, 3(4), 178-185.
Sulistyowati, R. (2015). Meningkatkan kemampuan berpikir kritis mahasiswa pada mata kuliah salesmanship melalui metode pemberian tugas. In Prosiding Seminar Nasional Pendidikan Ekonomi FE UNY “Profesionalisme Pendidik dalam Dinamika Kurikulum Pendidikan di Indonesia pada Era MEA (pp. 219-225).
Halpern, D. F., & Dunn, D. S. (2021). Critical thinking: A model of intelligence for solving real-world problems. Journal of Intelligence, 9(2), 22.
Hamdani, M., Prayitno, B. A., & Karyanto, P. (2019). Meningkatkan kemampuan berpikir kritis melalui metode eksperimen. In Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning (Vol. 16, No. 1, pp. 139-145).
Aprilia, T. (2021). Efektivitas penggunaan media sains flipbook berbasis kontekstual untuk meningkatkan kemampuan berfikir kritis siswa. Jurnal Penelitian Ilmu Pendidikan, 14(1), 10-21.
Papaleontiou-Louca, E. (2008). Metacognition and Theory of Mind. London: British Library.
Razı, S., & Çubukçu, F. (2014). Metacognition and reading: Investigating intervention and comprehension of EFL freshmen in Turkey. Procedia-Social and Behavioral Sciences, 158, 288-295.
Kristiani, N. (2015). Hubungan Keterampilan Metakognitif dan Hasil Belajar Kognitif Siswa pada Pembelajaran Saintifik dalam Mata Pelajaran Biologi SMA Kurikulum 2013. In Seminar Nasional XII Pendidikan Biologi FKIP UNS. Surakarta.
Bahri, A., & Corebima, A. D. (2015). The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 14(4), 487-500.
Sindhwani, A. & Sharma, M.K. (2013). Metacognitive learning skills. Educationia Confab, 2(4), 68-79.
Slavin, R. E., & Davis, N. (2006). Educational psychology: Theory and practice.
Kozikoglu, I. (2019). Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy. Journal of Social Studies Education Research, 10(2), 111-130.
Author Biographies
Anindita SHM Kusuma, Universitas Mataram
Ahmad Busyairi, Universitas Mataram
License
Copyright (c) 2023 Anindita SHM Kusuma, Ahmad Busyairi
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
