Metacognitive Analogy Instruction Effects on Students Reflective Thinking in Learning Biology
Abstract
Abstract: This study examined the effects of Metacognitive Analogy Instruction (MAI) on the students’ reflective thinking skills in Biology at the secondary level. A two-group pretest-posttest quasi experimental design was used to teach the control group using Non- Metacognitive Analogy Instruction (NMAI) which includes traditional way of teaching like lecture discussions, while the experimental group was taught using the Metacognitive Analogy Instruction. Results showed that students exposed to MAI improved better (M is equal to 11.30) than those exposed to NMAI on the Habitual Action dimension (M is equal to 10.09) of reflective thinking (p is equal to 0.001) but the two groups had comparable performance (p is equal to 0.42 0.18 0.09 and 0.10) on the Understanding (M is equal to 14.40), Reflection (M is equal to 12.47), and Critical Reflection dimensions (M is equal to 12.73). The improvement of the MAI group in their overall reflective thinking skills scores particularly in the Habitual Action dimension could be attributed to the use of metacognitive analogies as part of the class instruction which required a considerable amount of focus and thinking. Hence, it is recommended that MAI be used for classroom instruction, curricular and instructional development, and teacher trainings to improve reflective thinking skills among students.
Keywords: metacognition, metacognitive analogy, reflective thinking.
Abstrak: Penelitian ini menguji dampak dari Metacognitive Analogy Instruction (MAI) pada keterampilan berpikir reflektif siswa dalam pembelajaran Biologi SMA. Desain kuasi eksperimen dengan pretest-posttest dua kelompok digunakan untuk mengajar kelompok kontrol menggunakan Non-Metacognitive Analogy Instruction (NMAI) yang mencakup cara pengajaran tradisional seperti diskusi, sedangkan kelompok eksperimen diajarkan menggunakan Metacognitive Analogy Instruction. Hasil penelitian menunjukkan bahwa dimensi Habitual Action meningkat lebih baik pada siswa yang diterapkan MAI (M sama dengan 11,30) dari berpikir reflektif (p sama dengan 0,001) daripada NMAI (M sama dengan 10,09) tetapi kedua kelompok memiliki performa yang sebanding (p sama dengan 0,42 0,18 0,09 dan 0,10) pada dimensi Understanding (M sama dengan 14,40), Refleksi (M sama dengan 12,47), dan Critical Reflection (M sama dengan 12,73). Peningkatan skor keterampilan berpikir reflektif keseluruhan pada kelompok MAI terutama dalam dimensi Habitual Action dapat dikaitkan dengan penggunaan analogi metakognitif sebagai bagian dari pembelajaran dalam kelas yang lebih membutuhkan fokus dan pemikiran. Oleh karena itu, MAI direkomendasikan untuk digunakan pada pembelajaran di kelas, pengembangan kurikulum dan pengajaran, dan pelatihan guru untuk meningkatkan keterampilan berpikir reflektif siswa.
Keywords: metakognisi, analogi metakognitif, berpikir reflektif.
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