Integrating metacognitive strategies impact in virtual science experiments for undergraduate students' HOTS

Trikinasih Handayani; Butch O. Saulon; Ika Maryani

doi:10.21831/cp.v42i2.51752

Authors

Trikinasih Handayani
trikinasih@pbio.uad.ac.id
Universitas Ahmad Dahlan, Yogyakarta, Indonesia https://orcid.org/0000-0002-6534-2218
Butch O. Saulon School of Graduate Studies, University of Nueva Caceres, Bicol Region, Philippines
Ika Maryani Universitas Ahmad Dahlan, Yogyakarta, Indonesia

Abstract
How to Cite
Author Biographies
Metrics
References
License

Higher Order Thinking Skills (HOTS) are essential variables that support the achievement of science learning objectives. However, distance learning during the Covid-19 Pandemic was the cause of the lack of maximum HOTS for undergraduate science students due to their lack of involvement in experiments. Therefore, this study aims to apply a metacognition-integrated science virtual experiment model and examine its impact on students' HOTS science. A quasi-experiment was involved with a randomized pretest-posttest comparison group design to see the impact of the implementation of this model. Participants in the two treatment groups were randomly selected from two private universities in Indonesia. The HOTS of participants were assessed using multiple-choice questions. Observation sheets were used to measure the implementation of the learning model being developed. A general linear model with MANOVA was used to test the effect of the model, while Partial Eta Squared was used to measure the effect size of the model on HOTS. The results showed that the virtual science experimental model integrated with metacognition strategies significantly affected students' HOTS. The effect size measurement shows a high effect in the experimental group. Researchers recommend that universities apply a similar model to encourage students' achievement of HOTS.

Handayani, T., Saulon, B. O., & Maryani, I. (2023). Integrating metacognitive strategies impact in virtual science experiments for undergraduate students’ HOTS. Jurnal Cakrawala Pendidikan, 42(2), 380–391. https://doi.org/10.21831/cp.v42i2.51752

Download Citation

Anthony, R., Aryani, F., & Wrastari, T. (2014). Pengaruh penggunaan film sebagai media belajar terhadap pencapaian higher order thinking skill pada mahasiswa Fakultas Psikologi UNAIR. Jurnal Psikologi Klinis Dan Kesehatan Mental, 03(1), 40–47. http://journal.unair.ac.id/download-fullpapers-jpkkb65e5e6f32full.pdf

Bakker, A., Cai, J., English, L., Kaiser, G., Mesa, V., & Van Dooren, W. (2019). Beyond small, medium, or large: points of consideration when interpreting effect sizes. Educational Studies in Mathematics 2019 102:1, 102(1), 1–8. https://doi.org/10.1007/S10649-019-09908-4

Berry, D. C. (1983). Metacognitive Experience and Transfer of Logical Reasoning. The Quarterly Journal of Experimental Psychology Section A, 35(1), 39–49. https://doi.org/10.1080/14640748308402115

Blanca, M. J., Alarcón, R., Arnau, J., Bono, R., & Bendayan, R. (2017). Datos no normales: ¿es el ANOVA una opción válida? Psicothema, 29(4), 552–557. https://doi.org/10.7334/PSICOTHEMA2016.383

Brookhart, S. M. (2010). How to Assess Higher-order Thinking Skills in Your Classroom - Susan M. Brookhart - Google Buku. ASCD. https://books.google.co.id/books?id=AFIxeGsV6SMC&printsec=frontcover&hl=id#v=onepage&q&f=false

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates, Publishers.

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative (4th ed.). Pearson Education Inc.

Diani, R., Asyhari, A., & Julia, O. N. (2018). Pengaruh Model Rms (Reading, Mind Mapping and Sharing) Terhadap Kemampuan Berpikir Tingkat Tinggi Siswa Pada Pokok Bahasan Impuls Dan Momentum. Jurnal Pendidikan Edutama, 5(1), 31. https://doi.org/10.30734/jpe.v5i1.128

Dimaggi, G., MacBethab, A., Gumleyc, A., Schwannauerd, M., Carcionee, A., Fisherd, R., & Hamish McLeod, J. (2014). Metacognition, symptoms and premorbid functioning in a first episode psychosis sample. Comprehensive Psychiatry, 55(2), 268–273. https://doi.org/10.1016/J.COMPPSYCH.2013.08.027

Drigas, A., & Mitsea, E. (2020). The 8 Pillars of Metacognition. International Journal of Emerging Technologies in Learning (IJET), 15(21), 162–178. https://www.online-journals.org/index.php/i-jet/article/view/14907

Fakhriyah, F. (2014). Penerapan problem based learning dalam upaya mengembangkan kemampuan berpikir kritis mahasiswa. Jurnal Pendidikan IPA Indonesia, 3(1), 95–101. https://doi.org/10.15294/jpii.v3i1.2906

Firmansyah, R., Firmansyah, R., Putri, D., Wicaksono, M., Putri, S., Widianto, A., & Palil, M. (2021). Educational Transformation: An Evaluation of Online Learning Due To COVID-19. International Journal of Emerging Technologies in Learning (IJET), 16(7), 61–76.

Gestiardi, R., Sarwanto, S., Chumdari, C., & Maryani, I. (2021). Using an Technology Readiness Model to Understand Perceived Usefulness of Learning in the Covid-19 Era. International Journal of Elementary Education, 5(4), 631. https://doi.org/10.23887/ijee.v5i4.39188

Giatman, M., Siswati, S., & Basri, I. Y. (2020). Online Learning Quality Control in the Pandemic Covid-19 Era in Indonesia. Journal of Nonformal Education, 6(2), 168–175. https://doi.org/10.15294/JNE.V6I2.25594

Gradini, E., Firmansyah, F., & Noviani, J. (2018). Menakar kemampuan berpikir tingkat tinggi calon guru matematika melalui level HOTS Marzano. Eduma : Mathematics Education Learning and Teaching, 7(2), 41–48. https://doi.org/10.24235/eduma.v7i2.3357

Heong, Y. M., Othman, W. B., Yunos, J. B. M., Kiong, T. T., Hassan, R. Bin, & Mohamad, M. M. B. (2011). The Level of Marzano Higher Order Thinking Skillsamong Technical Education Students. International Journal of Social Science and Humanity, 1(2), 121–125. https://doi.org/10.7763/ijssh.2011.v1.20

Ichsan, I. Z. (2019). ILMIZI: Innovation Learning Model for Natural Science and Environmental Learning based on HOTS. International Journal for Educational and Vocational Studies, 1(6), 578–584. https://doi.org/10.29103/IJEVS.V1I6.1640

Ichsan, I. Z., Sigit, D. V., Miarsyah, M., Ali, A., Arif, W. P., & Prayitno, T. A. (2019). HOTS-AEP: Higher Order Thinking Skills from Elementary to Master Students in Environmental Learning. European Journal of Educational Research, 8(4), 935–942. http://www.eu-jer.com/

Ilmi, A. M., Sukarmin, & Sunarno, W. (2020). Development of TPACK based-physics learning media to improve HOTS and scientific attitude. Journal of Physics: Conference Series, 1440(1), 012049. https://doi.org/10.1088/1742-6596/1440/1/012049

Indah, P. (2020). Development of HOTS (High Order Thinking Skill) Oriented Learning Through Discovery Learning Model to Increase The Critical Thinking Skill of High School Students. International Journal of Chemistry Education Research, 3(3), 26–32. https://doi.org/10.20885/IJCER.VOL4.ISS1.ART4

Indriyanti, N. Y., Yamtinah, S., & Muawiyah, D. (2020). An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design. International Journal of Emerging Technologies in Learning (IJET), 15(21), 77–88. https://www.online-journals.org/index.php/i-jet/article/view/12907

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23. https://doi.org/10.3402/RLT.V23.26507

Kleitman, S., & Narciss, S. (2019). Introduction to the special Issue "applied metacognition: real-world applications beyond learning." Metacognition and Learning 2019 14:3, 14(3), 335–342. https://doi.org/10.1007/S11409-019-09214-7

Leech, N., Barrett, K., & Morgan, G. A. (2013). SPSS for intermediate statistics: use and interpretation, third edition. SPSS for Intermediate Statistics. https://doi.org/10.4324/9781410616739

Maryani, I., Astrianti, C., Yuli, V., Prodi, E., Guru, P., Dasar, S., Dahlan, A., Ki, J., Pemanahan, A., & Yogyakarta, S. (2021). The Effect of The STEM-PjBL Model on The Higher-Order Thinking Skills of Elementary School Students. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 30(2), 110–122. https://doi.org/10.17977/UM009V30I22021P110

Maryani, I., Prasetyo, Z. K., & Wilujeng, I. (2021). Model Pembelajaran MiSHE (Metacognition in Science for Higher Education) (1st ed.). K-media. https://books.google.co.id/books?hl=en&lr=&id=2AtBEAAAQBAJ&oi=fnd&pg=PA2&ots=PJKWfg6Sd6&sig=31fdSDA_QfyTj5r_5O1HpwZCw9w&redir_esc=y#v=onepage&q&f=false

Mordkoff, J. T. (2019). A Simple Method for Removing Bias From a Popular Measure of Standardized Effect Size: Adjusted Partial Eta Squared: Https://Doi.Org/10.1177/2515245919855053, 2(3), 228–232. https://doi.org/10.1177/2515245919855053

Mumford, M. D., & McIntosh, T. (2017). Creative thinking processes: the past and the future. The Journal of Creative Behavior, 51(4), 317–322. https://doi.org/10.1002/JOCB.197

Nambiar, D. (2020). The Impact of Online Learning during Covid-19 Pandemic: Students' and Teachers' Perspective. The International Journal of Indian Psychology, 8(2), 686–690. https://doi.org/10.25215/0802.094

í–zreí§beroÄŸlu, N., & í‡aÄŸanaÄŸa, í‡. K. (2018). Making It Count: Strategies for Improving Problem-Solving Skills in Mathematics for Students and Teachers' Classroom Management. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1253–1261. https://doi.org/10.29333/EJMSTE/82536

Panahandeh, E., & Asl, S. E. (2014). The Effect of Planning and Monitoring as Metacognitive Strategies on Iranian EFL Learners' Argumentative Writing Accuracy. Procedia - Social and Behavioral Sciences, 98, 1409–1416. https://doi.org/10.1016/J.SBSPRO.2014.03.559

Pratiwi, R. D. (2014). Penerapan Constructive Controversy Dan Modified Free Inquiry Terhadap Hots Mahasiswa. Formatif : Jurnal Ilmiah Pendidikan MIPA, 4(2), 100–111.

Prihmardoyo, W., Sajidan, & Maridi. (2017). Effectiveness of Guided Inquiry Laboratory-Based Module and Indicator of Analytical Thinking Skills in the Matter of Respiratory System in Senior High School Wahyu. Advances in Social Science, Education and Humanities Research (ASSEHR), 158(Ictte), 803–813.

Ramsey, P. . (2007). Factorial design. In Encyclopedia of measurement and statistics (In Salkind). Sage Publication.

Rosidin, U., Suyatna, A., & Abdurrahman, A. (2019). A Combined HOTS-Based Assessment/STEM Learning Model to Improve Secondary Students' Thinking Skills: A Development and Evaluation Study. Journal for the Education of Gifted Young Scientists, 7(3), 435–448. https://doi.org/10.17478/JEGYS.518464

Saregar, A., Latifah, S., & Sari, M. (2016). Efektivitas Model Pembelajaran CUPs: Dampak Terhadap Kemampuan Berpikir Tingkat Tinggi Peserta Didik Madrasah Aliyah Mathla'ul Anwar Gisting Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(2), 233. https://doi.org/10.24042/jpifalbiruni.v5i2.123

Sodikova, D. (2020). Formation of creative relationship through students using the creativity of eastern thinkers. Mental Enlightenment Scientific-Methodological Journal Volume, 2020(1). https://uzjournals.edu.uz/tziuj/vol2020/iss1/44

StevanoviÄ‡, A., BoÅ¾iÄ‡, R., & RadoviÄ‡, S. (2021). Higher education students' experiences and opinion about distance learning during the Covid-19 pandemic. Journal of Computer Assisted Learning, 37(6), 1682–1693. https://doi.org/10.1111/JCAL.12613

Storey, N., & Zhang, Q. (n.d.). A Meta-analysis of COVID Learning Loss. https://doi.org/10.35542/OSF.IO/QEKW2

Suherman, Prananda, M. R., Proboningrum, D. I., Pratama, E. R., Laksono, P., & Amiruddin. (2020). Improving Higher Order Thinking Skills (HOTS) with Project Based Learning (PjBL) Model Assisted by Geogebra. Journal of Physics: Conference Series, 1467(1), 012027. https://doi.org/10.1088/1742-6596/1467/1/012027

Sulisworo, D., Fitrianawati, M., & Maryani, I. (2020). Students' self-regulated learning ( SRL ) profile dataset measured during Covid-19 mitigation in Yogyakarta, Indonesia. Data in Brief, 33, 106422. https://doi.org/10.1016/j.dib.2020.106422

Thamraksa, C. (2005). Metacognition: A Key to Success for EFL Learners. http://www.bu.ac.th/knowledgecenter/epaper/jan_june2005/chutima.pdf

Thomas, A., & Thorne, G. (2009). How To Increase Higher Level Thinking | Center for Development and Learning. The Center for Development And Learning. http://www.cdl.org/articles/how-to-increase-high-order-thinking/

Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 89–109. https://doi.org/10.1016/j.learninstruc.2003.10.004

Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? a content analysis of review literature. The Journal of Educational Research, 84(1), 30–43. https://doi.org/10.1080/00220671.1990.10885988

Widhiarso, W. (2011). Aplikasi anava campuran untuk eksperimen pretest dan postest desain eksperimen. http://widhiarso.staff.ugm.ac.id/files/Aplikasi Anava Mixed Design untuk Eksperimen-revised 2011.pdf

Winne, P. H. (2017). Cognition and Metacognition within Self-Regulated Learning. Handbook of Self-Regulation of Learning and Performance, 36–48. https://doi.org/10.4324/9781315697048-3

Wiyoko, T., & Aprizan, A. (2020). Analisis profil kemampuan kognitif mahasiswa PGSD pada mata kuliah ilmu alamiah dasar. IJIS Edu : Indonesian Journal of Integrated Science Education, 2(1), 2020. https://doi.org/10.29300/ijisedu.v2i1.2384

Yusuf, N. (2021). The Effect of Online Tutoring Applications on Student Learning Outcomes during the COVID-19 Pandemic. 11(2), 81–88.

Zarouk, M. Y., Olivera, E., Peres, P., & Khaldi, M. (2020). The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education. International Journal of Emerging Technologies in Learning (IJET), 15(17), 127–147. https://www.online-journals.org/index.php/i-jet/article/view/14135

Zohar, A. (1999). Teachers' metacognitive knowledge and the instruction of higher order thinking. Teaching and Teacher Education, 15, 413–429. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1.2295%7B&%7Drep=rep1%7B&%7Dtype=pdf

Zohar, A. (2004). Teachers' metacognitive declarative knowledge and the teaching of higher order thinking. In Higher Order Thinking in Science Classrooms: Students' Learning and Teachers' Professional Development (pp. 177–196). Springer Netherlands. https://doi.org/10.1007/978-1-4020-1854-1_11

Zohar, A., & Dori, Y. (Yehudit). (2012). Metacognition in science education : trends in current research. Springer.

Integrating metacognitive strategies impact in virtual science experiments for undergraduate students' HOTS

Authors

Trikinasih Handayani, Universitas Ahmad Dahlan, Yogyakarta

Ika Maryani, Universitas Ahmad Dahlan, Yogyakarta

Downloads

Downloads

Issue

Section

Keywords