Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of projectbased learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
Self-directed Learning Readiness Study for Undergraduate Students: A Case Stu...Kru Suthin
The study focused on learning condition and Self-directed Learning Readiness (SDLR) for undergraduate students and comparison of the opinions with different gender.101 random samples of undergraduate students were in the study. The questionnaires and SDLR were in the study instruments of learning condition involving instructors, instruction, media, measurement and evaluation and the suggestion in learning development. The data were analyzed by using frequency, percentage, mean, standard deviation and t-test. The results showed that all aspects were at high level. Results from the data analysis of the students with SDLR were all in eight aspects at the high level. The comparison of difference based on gender was statistical significant difference at level .05.
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of projectbased learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
Self-directed Learning Readiness Study for Undergraduate Students: A Case Stu...Kru Suthin
The study focused on learning condition and Self-directed Learning Readiness (SDLR) for undergraduate students and comparison of the opinions with different gender.101 random samples of undergraduate students were in the study. The questionnaires and SDLR were in the study instruments of learning condition involving instructors, instruction, media, measurement and evaluation and the suggestion in learning development. The data were analyzed by using frequency, percentage, mean, standard deviation and t-test. The results showed that all aspects were at high level. Results from the data analysis of the students with SDLR were all in eight aspects at the high level. The comparison of difference based on gender was statistical significant difference at level .05.
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
It is unrealistic to expect students to have future literacy about science, information, and technology if their education includes only facts and concepts relevant during the school years. While life presents situations that cannot be solved by learned responses, the metacognitive strategy is brought into play. Metacognitive skills are needed when habitual responses are not successful. Metacognitive skills will enable students to successfully cope with new situations. The main purpose of this paper is to propose a practical model of implementing strategies to increase students’ ability to comprehend texts and find solutions to word problems based on the theories and empirical background of metacognition. In addition, the distinction between metacognition and cognition and explicit instruction on the learning strategies to develop students metacognitive skills were discussed. It concludes that teachers can raise the level of metacognitive thought in their classrooms by modeling the processes. The use of metacognitive strategies will enable students to be independent and strategic learners.
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
It is unrealistic to expect students to have future literacy about science, information, and technology if their education includes only facts and concepts relevant during the school years. While life presents situations that cannot be solved by learned responses, the metacognitive strategy is brought into play. Metacognitive skills are needed when habitual responses are not successful. Metacognitive skills will enable students to successfully cope with new situations. The main purpose of this paper is to propose a practical model of implementing strategies to increase students’ ability to comprehend texts and find solutions to word problems based on the theories and empirical background of metacognition. In addition, the distinction between metacognition and cognition and explicit instruction on the learning strategies to develop students metacognitive skills were discussed. It concludes that teachers can raise the level of metacognitive thought in their classrooms by modeling the processes. The use of metacognitive strategies will enable students to be independent and strategic learners.
This study aims to develop the teacher's perceptions of critical thinking in science learning in elementary schools. The samples in this study were 50 elementary school teachers in Central Java. Selection of samples employed convenience sampling. The instruments in this study used a modified Likert Scale. The validity tests used in this research were content validity and construct validity. Content validity was measured using CVR (Content Validity Ratio) and construct validity was measured using EFA (Exploratory Factor Analysis). By using SPSS, reliability estimation was obtained with the Cronbach Alpha formula 0.83 and it can be stated that the instruments for evaluating teacher perceptions of critical thinking in science learning are reliable.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The purpose of this study is to analyze the relationship between
metacognitive ability and learning autonomy as a strategy for improving
student learning outcomes. Metacognition has a major contribution to the
success of learners because it is mainly concerned with the process of
thinking. For this reason, the classroom environment must be designed to
allow learners the opportunity to autonomously determine their learning
strategies. Autonomous learning itself has a close relationship with the ability
of learners to express, be more creative, have self-esteem, and understand
conceptual learning that is more challenging. The method used in this
research is the descriptive correlational method, with a sample of 30 students
from the Department of Language and Arts. The research sample was
students from the first semester of 2018/2019, who were chosen randomly.
Data were collected through questionnaires and tests. The results showed that
there was a significant correlation between metacognitive ability, learner’s
autonomy, and learning outcomes in Indonesian language courses. These
results indicate that there is an encouragement for students to increase their
learning capacity for themselves. Also, they are encouraged to develop their
learning strategies and have the opportunity to make decisions, especially in
developing ideas.
MPSC Paper Presentation: Building Peace in Pieces: Usage of Jigsaw Cooperative Learning Model (JCLM)
in Integrating Peace Skill Education in Educ 2 Course
Project Opera (Operation Rational): A Tool In Bridging The Learning GAPS In F...AJHSSR Journal
ABSTRACT : The study was conducted to determine the Mathematical performance of the students. The
study aimed to evaluate the effect of project opera in the mathematical performance of the students during pretest and post-test performance in fractions. The study employed the quasi -experimental one group-pre-test-posttest research design. The paired t-test was employed to establish the existence of significant difference between
pre-and post-test scores in fractions.
DIFFERENTIATED INSTRUCTION: ITS INFLUENCE ON THE ...gretchen latorre
The study investigated the influence of differentiated instruction on the achievement level of students in Social Studies and their preferred teaching strategy. The differentiated instruction used the think pair and share, role play, graphic organizer, jigsaw and number heads together as teaching strategies. The true experimental design was used where the participants were purposively chosen for the experiment.
5.effect of gender on problem solving skills through integrated teaching prog...EditorJST
Integration of teaching has an important purpose of assisting the teacher to have a wide range of
approaches for creating a proper interactive environment for learning. The aim of this study. effectiveness of
integrated teaching programme(ITP), Gender and their interaction on problem solving skills amongst teacher
trainees. The study was conducted on forty male and female teacher trainees. The study was intervention study
where pre post experimental control group design was carried out. The data were analyzed through factorial
ANCOVA. The finding revealed that there was a significant effect of interaction between ITP, gender and
problem solving skills when pre problem solving scores as co variate.
THE RELATIONS OF METACOGNITIVE AWARENESS, MULTIPLE INTELLIGENCES, AND GENDER ...ijma
Learning Introductory Programming has always been challenging to computer science and information
technology undergraduates and such problems, most notably comes from the lack of metacognitive
awareness. Other important factors are multiple intelligences, gender, and motivation in using learning
tools can also have a huge impact on learning the subject matter. A survey study was carried out with the
aim to investigate the relationship among metacognitive awareness, gender and multiple intelligences
towards perceived motivation of the students in learning using multimedia tools. 103 fresh undergraduates
were recruited to participate in the survey. The data analysed using Pearson correlation and multiple
linear regression analysis. The result showed that the correlation between metacognitive awareness and
motivation in using multimedia tools was significant, positive, and moderately strong. These finding
suggest that students with higher metacognitive awareness will be highly motivated in using multimedia
tools compared to those with lower metacognitive awareness.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
Metacognition is one of the key learning skills in the 21st century, with a strong potential to help students succeed in science learning. Until now, this metacognitive awareness is less empowered by lecturers in learning. This study aimed to analyze the problem-based learning (PBL) reading-questioning-answering (PBLRQA) model's effect on metacognitive awareness in pre-service teachers. This research is a quasi-experiment with a pretest-posttest nonequivalent control group design. Determination of the research sample class was carried out by random sampling. Each learning model was represented by PBLRQA and PBL class. The number of classes used was 2, totaling 57 students. The instrument used was the metacognitive awareness inventory (MAI). This inventory comprised 52 statement items divided into planning, monitoring, evaluating, and revising skills. An important finding in this research is that students' metacognitive awareness in learning with PBL and PBLRQA is not significantly different. Thus, the PBLRQA and PBL models can still be used in students' science learning to encourage metacognitive awareness, so that academic success can be achieved.
Técnicas de estudio- Ariticulo Dunlosky 2013CENTRE SUPORT
¿Sabemos realmente si nuestros métodos de estudio son los mejores? ¿Sabemos que son los más productivos o simplemente seguimos usando el mismo método por costumbre?
Pues, para nuestra alegría, resulta que si que han detectado cuales son los métodos de estudio más eficaces, gracias a una investigación llevada a cabo por los investigadores de la Universidad Estatal de Kent, dirigidos por John Dunlosky. En dicha investigación se estudiaron hasta 10 técnicas de estudio diferentes, las más comunes, y las examinaron para detectar cuál era realmente efectiva, y cuál no. Son las siguientes:
Interrogatorio elaborado: Explicación de porqué un hecho o concepto es verdadero.
Auto-explicación: Explicación de cómo se relaciona la nueva información estudiada con la información conocida anteriormente, o la explicación de los pasos tomados para la resolución de problemas.
Resumir: Elaborar resúmenes de textos para aprenderlos mejor.
Destacar / Subrayar: Marcar partes potencialmente importantes que han de ser aprendidas.
Mnemotécnicas: Uso de palabras clave e imágenes mentales para asociar conceptos.
Imágenes para textos: Tratar de formar imágenes mentales del texto mediante lectura o escucha.
Releer: Leer y volver a leer una y otra vez (esta es mi favorita).
Practicar con exámenes: Usar exámenes de la asignatura en particular y practicar con ellos.
Distribución del estudio: Preparar un examen con mucho tiempo y de forma programada (cosa que a veces es imposible, o simplemente somos demasiado vagos para ello).
Intercalar estudios: Distribuir, dentro de nuestras horas de estudio, diferentes tipos de asignaturas (en la misma sesión, es decir, si vamos a estar 4 horas seguidas, estudiar 4 asignaturas distintas por ejemplo).
Pues bien, ¿cuáles de estas técnicas creéis que fueron las ganadoras por su eficacia? Premio, una de ellas fue la de distribuir el estudio en el tiempo, y la otra, practicar con exámenes de la asignatura que estemos estudiando. Todas las demás fueron desechadas, haciendo hincapié en las peores, donde entran las técnicas de “releer”, “subrayar” y “hacer resúmenes”. Si, creo que la mayoría hemos basado nuestros grandes métodos de estudio en cosas poco o nada eficaces. Así lo expresa Dunlosky:
“Me sorprendió que algunas de las estrategias que los estudiantes utilizan mucho -, como leer y subrayar – parece proporcionar beneficios mínimos en su aprendizaje y desempeño. Con tan solo reemplazar estas técnicas con la buena distribución del estudio, los estudiantes se benefician”
Por otro lado hay técnicas que, aunque no han destacado por ser las mejores, si que han recibido críticas positivas, como son las mnemotécnicas (para conceptos clave específicos, pero no para todo tipo de estudios ni mucho menos), el estudio intercalado, el interrogatorio elaborado o la autoexplicación.
Así que ya sabéis, aunque hasta el 65% de los estudiantes confiesa usar la técni
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1.
International Journal of Academic Research and Development
64
International Journal of Academic Research and Development
ISSN: 2455-4197, Impact Factor: RJIF 5.22
www.newresearchjournal.com/academic
Volume 1; Issue 5; May 2016; Page No. 64-69
The analysis of the teaching habit effect based on conventional learning in empowering metacognitive
skills and critical thinking skills of senior high school students in Malang, Indonesia
1
Yunawati Sele,
A, *2
Duran Corebima, 3
Sri Endah Indriwati
1
Biology Education, Graduate Program, State University of Malang
2, 3
Department of Biology, Faculty of Mathematics and Sciences, State University of Malang
Abstract
Teaching habit based on conventional learning is still maintained in learning activities at school. It becomes a problem that must
be solved because a lot of research results report that conventional learning strategy has lower potential than innovative learning
strategies in the empowerment of students’ metacognitive skills and critical thinking skills. This study was conducted by
comparing the potential of conventional learning strategy and that of innovative learning strategies including Reciprocal Teaching
(RT), Think Pair Share (TPS) and RT integrated with TPS learning. The purpose of this study was to analyze the effect of teaching
habits based on conventional learning in the empowerment of metacognitive skills and critical thinking skills of senior high school
students in Malang, Indonesia. This study was conducted in the first semester of 2015/2016 academic year. The research subjects
were the students of class X of State Senior High School (SSHS) 6 Malang and SSHS 9 Malang. The results of the study showed
that the conventional learning had the lowest potential in empowering the students’ metacognitive skills and their critical thinking
skills. The increase of metacognitive skills in conventional learning was 60,582% lower than that of TPS learning strategy,
73,765% lower than that of RT learning strategy, and 112,886% lower than that of TPS integrated with RT learning strategy.
Furthermore, the increase of critical thinking skills in conventional learning was 60,737% lower than that of TPS learning strategy,
81,373% lower than that of RT learning strategy and 133.898% lower than that of TPS integrated with RT learning strategy. The
Information about the low potential of conventional learning should inspire teachers to eliminate the habit of conventional
teaching and inspire the educational supervisors to carry out their supervisory duties properly and to ensure that the learning
process have been implemented as well as possible using the appropriate and innovative learning strategies.
Keywords: conventional learning, critical thinking skills, innovative learning, metacognitive skills, teaching habit.
Introduction
Education is a process to develop students’ potential in
accordance with the cultural values and norms in society. The
Implementation of education will provide assurance to the
nation's development because education can produce qualified
human resources having the ability to face the challenges of
life. Among the various subjects studied in the educational
process, biology is one of the important subjects to be
mastered by students. Wood (2002) [1]
. dan Erdogan et al
(2012) [2]
. explained that biology learning aimed to equip the
students with the concepts of biology that could be understood
and applied in their lives in order to improve the ability to
manage nature with a sense of responsibility and to improve
the ability to cope with change in society.
The attainment of biology learning objectives as outlined
earlier will occur if learning is not focused on empowering the
students’ ability in memorizing concepts but on empowering
the other skills and abilities that will affect students' concept
understanding, such as metacognitive skills and critical
thinking skills. Metacognitive skills are related with the skills
to plan, to monitor, and to evaluate the learning process, as
well as to select the most appropriate control strategies
(Livingston, 1997; Dawson, 2008) [3, 4]
. While critical thinking
skills are related with the use of the cognitive strategies in
solving a problem (Halpern, 2013) [5]
.
Corebima (2006) [6]
. and Dauphin (2013) [7]
. explained that the
optimization of the empowerment of metacognitive skills and
critical thinking skills would ultimately determine the
optimization of learning objective attainment. The
empowerment of metacognitive skills in teaching done
intentionally will enhance students' ability to recognize and to
regulate their learning process independently and to improve
their thinking ability (Hennessey, 1999; Livingston, 1997;
Hollingwoth & McLoughlin, 2001; Dawson, 2008) [9, 3, 10, 4]
.
Furthermore, through the empowerment of the critical
thinking skills, students will be able to analyze the problems
encountered, to determine the alternative solutions that can
best be done to resolve the issue, and to evaluate all their
actions (Ennis, 1991; Fisher, 2001; Facione, 2013; Salmon,
2013) [11, 12, 13, 14]
.
An intentional empowerment of metacognitive skills and
critical thinking abilities can be done through the
implementation of cooperative learning strategies. Felder &
Brent (2004) [15]
. and Lord (2001) [16]
. explained that by
cooperative learning strategies, students were encouraged to
learn actively in groups, so that they could work together with
the other students, capable of taking decisions, and ultimately
the their thinking skills as well as their understanding would
increase. Among the various learning strategies, Reciprocal
Teaching (RT) and Think Pair Share (TPS) learning can be
implemented in learning. Previous studies have reported that
the implementation of RT and TPS learning strategies, either
implemented separately or implemented by combining both
strategies, had great potential to empower students’
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International Journal of Academic Research and Development
65
metacognitive skills and critical thinking abilities (Doolittle et
al, 2006; Basith, 2012; Setiawan, 2013; Bahtiar, 2014;
Vandalita, 2014; Ismiati 2011; Priyanti, 2012; Efendi, 2013 )
[17, 18, 19, 20, 22, 23, 24]
.
The abundant information about the potential of cooperative
learning strategies eg RT and TPS, in fact, has not been able to
inspire teachers to consistently implement cooperative
learning strategies in order to improve the quality of learning.
Priyanti (2012) [23]
, Yuwono (2014) [25]
. and Ekoningtyas
(2013) [26]
. reported that the conventional learning was the
most generally applied learning. The teachers thought that the
conventional learning strategies were the right choice because
the implementation took relatively short time, the range of
material taught was wider, and through the implementation of
conventional learning, the students could be equipped with the
correct understanding of materials. The implementation of
conventional learnings in the form of lecture, discussion, and
administration of tasks also focused more on encouraging
students to understand and to memorize the various concepts,
principle as well as biological terms described by the teacher.
This study was conducted to analyze the disadvantages caused
by the conventional based learning routines in the
empowerment of metacognitive skills and critical thinking
skills of senior high school students in Malang, Indonesia. The
information about the disadvantages of these routines was
analyzed by comparing the metacognitive skills and the
critical thinking skills of students taught by using conventional
learning and those of the students taught by using cooperative
learning strategies namely RT, TPS and RT integrated with
TPS.
Methods
This study is a quasi-experimental research of pretest-posttest
Nonequivalent control group design. The design of the study
can be seen in Table 1.1
Tabel 1.1: Quasi-experimental design of Nonequivalent pretest-posttest control group design
Group pretest Learning strategies posttest
Reciprocal Teaching O 1 X 1 O 2
Think Pair Share O 3 X2 O 4
Reciprocal Teaching combined Think Pair Share O 5 X3 O 6
conventional learning O 7 X4 O 8
Notes:
X 1 = Reciprocal Teaching learning
X 2 = Think Pair Share learning
X 3 = Reciprocal Teaching integrated with Think Pair Share
learning
X 4 = conventional learning
O1, O3, O5, O7 = Score / value of pretest
O2, O4, O6, O8 = Score / value of posttest
This population of this study was all the students of class X
senior high school in Malang in the first semester of the
2015/2016 academic year. The samples of this study were the
class X students of state senior high school 9 Malang and of
state senior high school 6 Malang which were taken using
simple random sampling technique, after the equality test was
performed. Three of the four selected classes were used as the
experimental classes and the other class was used as the
control class.
The instrument used to measure the metacognitive skills and
critical thinking skills was an essay test, which was assessed
using metacognitive skill rubric developed by Corebima
(2009) [27]
, and critical thinking skill rubric developed by
Zubaidah et al (2015) [28]
. Data were obtained by pretest and
posttest. The data obtained were then tested for the normality
and homogeneity of the data, and further analyzed using
Ancova test, followed by LSD test if needed.
Results And Discussion
Results
A. Metacognitive Skills Data
The results of the hypothesis testing of students’
metacognitive skills and the post hoc are presented in the
following tables. Based on the Ancova test result and its’ post
hoc analysis as presented in Table 2 and Table 3 it is clearly
seen that there is a difference in the metacognitive skills
among the conventional learning strategies and the other three
learning strategies. The difference can be clearly seen in the
Table 3 showing that the conventional learning strategies has
the lowest corrected mean score of 36,789. The score is
28,81% lower than that of the TPS learning strategy, 38,77%
lower than that of the RT learning strategy and 50,04% lower
than that of the RT integrated with TPS learning strategies. It
can be seen too that the lowest increase of metacognitive skills
is found in the conventional learning. The metacognitive skill
increase of conventional learning is 60,582% lower than that
of the TPS learning, 73,765% lower than that of RT learning
and 112,886% lower than that of RT integrated with TPS
learning.
Table 2: The Summary Table of AncovaTest on the Comparison of Students’ metacognitive Skills
Source Type III Sum of Squares df mean Square F Sig.
corrected Model 7929.408 a
4 1982.352 53.578 0,000
intercept 11299.920 1 11299.920 305.406 0,000
XMET 1520.578 1 1520.578 41.097 0,000
Learning strategies 6534.894 3 2178.298 58.874 0,000
Error 5105.949 138 37,000
Total 330,651.972 143
corrected Total 13035.357 142
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International Journal of Academic Research and Development
66
Table 3: The Summary of LSD Test of Learning Strategies on Students’ metacognitive Skills
Learning Pretest Postes PosCor Notation LSD
conventional learning 18.071 36.839 36.789 a
TPS 17.939 47.347 47.388 b
RT 18.407 51.335 51.051 c
RT + TPS 17.442 54.812 55.198 d
B. Critical thinking skills
The results of the hypothesis testing of the students’ critical
thinking and the post hoc test are presented in the following
tables. Based on the Ancova test result and its’ post hoc
analysis as presented in Table 4 and Table 5 it is clearly seen
that there is a difference in critical thinking skills among the
conventional strategy and the other three strategies. The
conventional learning has the lowest corrected mean score of
33,203. The score is 26,66% lower than that of TPS learning
strategy, 35,98% lower than that of RT and 50,95% lower than
that of RT integrated with TPS. It can be seen too that the
lowest increase of the critical thinking skills of students is
found in the conventional learning. The critical thinking skill
increase is 60,737% lower than that of TPS learning strategy,
81,373% lower than that of RT learning strategy, and
133.898% lower than that of RT integrated with TPS learning
strategy.
Table 4: The Summary Table of Ancova Test on the Comparison of Students’ critical Thinking Skills
Source Type III Sum of Squares df mean Square F Sig.
corrected Model 6924.083 a
4 1731.021 27 870 .000
intercept 12015.530 1 12015.530 193 455 .000
XCT 2246.448 1 2246.448 36 169 .000
Learning strategies 5190.337 3 1730.112 27 855 .000
Error 8571.218 138 62 110
Total 269683.000 143
corrected Total 15495.301 142
Table 5: The Summary of LSD Test of Learning Strategies on Students’ critical Thinking Skills
Learning Pretest Postes PosCor Notation LSD
Conventional Learning 16.079 33.579 33.203 a
TPS 15.737 42.158 42.055 b
RT 15.684 45.211 45.150 b
RT + TPS 14.724 49.414 50.120 c
Discussion
The results of data analysis show that the conventional
learning has the lowest potential in empowering students’
metacognitive skills and critical thinking skills compared to
the RT, TPS and RT integrated with TPS learning. In the
conventional learning, the students have less opportunity to be
actively involved in learning. Students are only encouraged to
be able receiving all the explanations given by the teacher,
answering the questions posed by the teacher, and performing
tasks that are usually given when a teacher has finished giving
the learning material. This condition is different from the steps
carried out in RT, TPS, and RT integrated with TPS learning
which encourage the students to be actively involved in the
learning process.
The learning conditions in the conventional learning in this
research is similar to the description of Rashty (2013) and
ESU (2010) [30]
. stating that in the conventional learning, the
teacher had the authority to explain the learning materials
without involving students actively, so that the students were
only encouraged to memorize the whole explanation without a
need to ask any questions. It was also explained that in the
conventional learning, the task given to the students was not
an inquiry based task or a problem solving based task, so that
students were only encouraged to learn various concepts and
principles related to learning materials. Students were not
encouraged to understand and to apply the concepts and
principles in solving problems encountered in the community.
The results of this research show that conventional learning
strategy has the lowest potential in empowering students’
metacognitive skills and critical thinking skills. It is also in
line with the results of some previous studies reported by
Priyanti (2012) [23]
, Bahtiar (2014) [20]
, Vandalita (2014) and
Efendi (2013) [24]
. The report results stated that the steps in the
strategy of RT, TPS and RT integrated with TPS learning
strategies had a greater potential to empower students’
metacognitive skills and critical thinking skills. The activity of
RT learning consists of summarizing, asking questions,
predicting and clarifying. The activity of TPS learning consists
of thinking, pairing and sharing; and the activity in the RT
integrated with TPS learning is the combination of the
activities of the RT and TPS learning. The activities in the RT,
TPS, and the RT integrated with TPS are proved to be superior
to the activity in the conventional learning which generally
consists of lectures, discussion and administration of tasks.
The other research findings also show that the potential of the
conventional learning strategy to empower critical thinking
skills is lower than that of the other cooperative learning
strategies (Chen, 2008; Ghaith, 2003) [32]
. To reveal the
4.
International Journal of Academic Research and Development
67
potential of cooperative learning strategies, Hasan et al (2013)
[33]
. conducted a research implementing STAD (Student Team
Achievement Division), TGT (Team Games Tournament) and
the combination of both strategies. He reported that compared
with all the three cooperative learning strategies, the
conventional learning strategy had the lowest potential in
empowering critical thinking skills. It is associated with the
strengths of the steps consisting of discussion and group work
which encourage the students to improve their thinking skills
through a process of interaction and exchange information
with other students.
The facts related to the low potential of the conventional
strategy in empowering metacognitive skills and critical
thinking skills as revealed by this research findings and
previous research findings have shown that conventional
learning is disadvantageous and should be eliminated.
Similarly, ESU (2010) [30]
. explained that the less optimal
achievement of learning objectives through the application of
conventional strategy led to the criticisms from the
educational actors. The most appropriately implemented
learning strategies are those of student-centered instead of
teacher-centered.
Research findings also confirmed that the underlying reason
for the growing habit of conventional learning strategy
facilitating the transfer of information in large quantities and
in a short time is not quite right. Such habits would cause the
students not to have the opportunity to develop their
metacognitive skills and critical thinking skills (Khan, 2008).
Furthermore, ESU (2010) [30]
. explained that the implemented
learning strategy should enable the students to learn
independently and be responsible for the learning process they
do. This is in line with Li (2016) [35]
, revealing that the
learning process was not only about transfering information
from the teacher to students, but it was also a process of
presenting real problems encouraging students to seek
information and creative ideas to solve the problem. Such
learning strategy would place the teacher as a facilitator whose
role is to provide the students' learning needs and not to
controll the entire activity of students (Serbessa, 2006) [36]
.
Thus, learning activities become more meaningful and can
empower students’ metacognitive skills and critical thinking
skills.
The other factor causes the conventional learning habit
growing more and more is the lack of education supervision
by both school principals and school supervisors. As long as
this research was going on the school principals and school
supervisors have not carried out their supervisory duties to
directly monitor the learning process in the classroom. As a
matter of fact, monitoring activity is a very important process
to be done to ensure the quality of the learning process (Marks
& Printy, 2003; Kotirde & Yunos, 2014; Hoojqan, 2015) [37, 38,
39]
. Similarly, Wibowo (2009) [40]
. explained that by
monitoring the learning process in the classroom, teachers
would be encouraged to improve the quality of the teaching
and learning activity, because the advantages and
disadvantages of the learning strategy could be observed, and
the problems that might arise in the classrooms could also be
observed. Moreover, the information obtained during the
supervision can be the basis for teachers and supervisors to
determine the appropriate follow-up in order to solve the
problems.
Related to the lack of supervision by the supervisor of
education, Sutarjo (2014) explained that the low supervision
activities were caused by several problems such as the location
of the school was very remote and difficult to be reached, the
operational funds for these activities were inadequate, and the
difficult in arranging the supervision schedule in a continual
way. Such constraints become the reasons why the supervisors
did not do their job thoroughly, whether it was to plan, to
implement, or to follow up the results of the supervision. The
supervision was also generally not carried out routinely and
more focused on the administrative matters such as the
learning media adequacy.
Conclusion
The conventional learning habits are very disadvantageous for
the empowerment of students’ metacognitive skills and critical
thinking skills. Related to this research the increase of the
students’ metacognitive skills in the class taught by using
conventional learning is 60,582% lower than that taught by
using TPS learning strategy, 73,765% lower than that taught
by using RT learning strategy, and 112,886% lower than that
taught by using TPS integrated with RT learning strategy;
moreover, the increase of students’ critical thinking skills in
the class taught by using conventional learning strategy is
60,737% lower than that taught by using TPS learning
strategy, 81,373% lower than that taught by using RT learning
strategy, and 133,898% lower than that taught by using TPS
integrated with RT learning strategy. The situation even
become worse due to the low supervision process conducted
by education supervisors, such as the school principals and
school supervisors.
Suggestion
The information about the disadvantages caused by the
implementation of conventional learning should provide
inspiration for the education actors, either teachers, school
principals and school supervisors to carry out their duties and
responsibilities well. Teachers should implement learning
strategies which are more potential to empower students
metacognitive skills and critical thinking skills. Furthermore,
the school principals and school supervisors should carry out
their duties properly and continually related to planning,
implementation, evaluation and even follow-up of the
supervision.
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