Blended Project Based Learning: Metacognitive Awareness of Biology Education New Students
Abstract
This study aims to analyse the difference of metacognitive awareness of treatment (using Blended Project Based Learning) and control class. This is a quasi-experimental research with Non-equivalent Control Group Design. This research was conducted at Department of Biology Education, University of Muhammadiyah Malang, in the first semester of the academic year 2014/2015. Metacognitive awareness of treatment class and control class was measured by using Metacognitive Awareness Inventory. Metacognitive awareness difference analysed with One-way ANOVA, processed with SPSS 22 for Windows. The results showed that there were difference Mean values in metacognitive awareness (knowledge about cognition and regulation of cognitive) between treatment and control. Mean value of treatment class was higher than control class. It means that Blended Project Based Learning effectively to develop and stimulation metacognitive awareness of new students (Biology teachers candidates).
Keywords
Full Text:
PDFReferences
Akkoyunlu, B. & Soylu, M.Y. (2006). A Study on Students‟ Views About Blended learning Environment. Ankara: Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University.
Akyol, Z. & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. Internet and Higher Education, 14 (2011), 183-190.
Buzzetto-More, N., & Sweat-Guy, R. (2006). Incorporating the hybrid learning model into minority education at a historically black university. Journal of Information Technology Education, 5, 153-164.
Cassidy, S., & Weinberg, A. (2005). What university students think about peer assessment –developing employability skills. Innovative Learning in Action, No. 3. Salford: University of Salford.
Collis, B. (2003). Course redesign for blended learning: Modern optics for technical professionals. International Journal of Continuing Engineering Education and Lifelong Learning, 13(1/2).
Flavel. H. J. & Miller, P. H. (1993). Cognitive Development. New Yersey : Prentice Hall.
Gredler, M. (2009). Learning and Instruction theory into Practice. New Jersey: Pearson, Inc.
Husamah. (2013). Penerapan Cooperative Learning STAD Terintegrasi Project-Based Learning untuk Meningkatkan Motivasi, Kemampuan Berpikir, Hasil Belajar, dan Kesadaran Metakognitif dengan Tugas Menulis Jurnal Belajar pada Matakuliah Sumber Belajar dan Media Pembelajaran Prodi Pendidikan Biologi Universitas Muhammadiyah Malang. Class Action Researh Report. Malang, East Java: Pascasarjana UM. (In Indonesian).
Husamah. (2014). Pembelajaran Bauran (Blended Learning). Jakarta: Prestasi Pustaka. (In Indonesian).
Husamah & Pantiwati, Y. (2014). Cooperative Learning STAD-PjBL: Motivation, Thinking Skills, and Learning Outcomes in Biology Students. International Journal of Education Learning & Development (IJELD), 2(1), 77-94.
Imel, S. (2002). Metacognitive skill for adult learning. ERIC educational resources information centre trends and issues alert. Number 39. (Online) (http://www. cete.org/acve/docs/tia000107.pdf), accesses November 26, 2014.
Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of Different Types of Interaction on Learning Achievement, Satisfaction and Participation in Web-Based Instruction. Innovations in Education and Teaching International, 39(2), 153-162.
Kamsin, I. F. & Din, R. (2015). Assessment on Hybrid e-Learning Instrument. Journal of Education and Learning, 9(1), 11-16.
Lai, E. R. (2011). Metacognition: A Literature Review. Pearson’s Research Reports. (Online). (http://www.pearsonassessments.com/research.html, Accessed June 3th, 2015).
Lei, J. (2010). Quantity versus quality: a new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41(3), 455-472.
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818-826.
Lynch, R. & Dembo, M. 2004. The Relationship between Self Regulation and Online Learning in a Blended Learning Context. International Review of Research in Open and Distance Learning, 5 (2), 1-16.
Livingston, J. A. (1997). Metacognition: An Overview. (Online). (http://www.gse.bufallo. edu/fas/shuell/cep564/metacog.htm), Accessed September 1th, 2014).
Madrid, S. (2009). Peran Perguruan Tinggi dalam Pembangunan di Nusa Tenggara Barat (NTB); Refitalisasi Peran Perguruan Tinggi (PT) dalam mengawal kebangkitan pembangunan NTB di Era Globalisasi. (Online). (http://salasmadrid. blogspot.com/2009/12/peran-perguruan-tinggi-dalam.html, Accessed November 21, 2014). (In Indonesian).
McLoughlin, C., & Hollingworth, R. (2001). The weakest link: Is Web-based learning capable of supporting problem-solving and metacognition? In G. Kennedy, M. Keppell, C. McNaught & T. Petrovic (Eds.), Meeting at the crossroads. Short paper proceedings of the 18th annual conference of the Australian Society for computers in learning in Tertiary education (pp. 117–120). Melbourne: Biomedical Multimedia Unit, The University of Melbourne.
Moebs, S. & Weibelzahl, S. 2006. Towards a good mix in Blended learning for small and medium sized enterprises. Outline of a Delphi Study. Proceedings of the Workshop on Blended learning and SMEs held in conjuction with the 1st European Conference on Technology Enhancing Learning Crete, Greece: 1-6.
Muhibbuddin. (2010). Guru Sebagai Jabatan Profesional: Handout. Banda Aceh, Indonesia: FKIP Universitas Syiah Kuala Aceh. (In Indonesian).
Murphy, E. (2008). A framework for identifying and promoting metacognitive knowledge and control in online discussants. Canadian Journal of Learning and Technology, 32(2).
Olayiwola, I. O. & Alimi, K. M. (2015). Preparedness of Colleges of Education in Southwestern Nigeria for the Adoption of Blended Learning. Journal of Education and Learning, 9(1), 25-34.
Pantiwati, Y. (2010). Pengaruh Jenis Asesmen Biologi dalam Pembelajaran Kooperatif TPS (Think Pair Share) terhadap Kemampuan Kognitif, Berpikir Kritis, Berpikir Kreatif, dan Kesadaran Metakognitif Siswa SMA Di Kota Malang. Unpublished Dissertation. Malang: Program Pascasarjana UM. (In Indonesian).
Papanikolaou, K. & Boubouka, M. (2010). Promoting Collaboration in a Project-Based E-Learning Context. Journal of Research on Technology in Education, 43(2), 135-155.
Sart, G. (2014). The effects of the development of metacognition on project-based learning. Procedia - Social and Behavioral Sciences, 152 (2014), 131-136.
Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
Schraw, G. & Moshman, D. (1995). Metacognitive theories. Educational Psychological Review, 7(4), 351–371.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113–125.
Sharma, P. & Hannafin, M. (2004). Scaffolding critical thinking in an online course: An exploratory study. Journal of Educational Computing Research, 31(2), 181-208.
Tosun, C., & Senocak, E. (2013). Te Efects of Problem-Based Learning on Metacognitive Awareness and Atitudes towardChemistry of Prospective Teachers with Diferent Academic Backgrounds. Australian Journal of Teacher Education, 38(3), 60-73.
Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 55-66.
White, J. A., Troutman, A. P., & Chancey, M. R. (1994): Accessing ICLAS Network Log Data to Study Student Computer Usage, Course Performance, and Attitude Change. Journal of Information Technology for Teacher Education, 3(1), 79-89.
White, B., Stains, M., Escriu-Sune, M., Medaglia, E., Rostamnjad, L., Chinn, C. & Sevian, H. (2011). A Novel Instrument for Assessing Students Critical Thinking Abilities. Journal of College Science Teaching, 40(5), 102-107.
Yaniawati, R. P. (2013). E-Learning to Improve Higher Order Thinking Skills (HOTS) of Students. Journal of Education and Learning, 7(2), 109-120.
Zhu, Y., Au, W. & Yates, G. C. R. (2013). University Students’ Attitudes Toward Online Learning In A Blended Course. Paper presented at AARE Annual Conference, Adelaide 2013.
DOI: https://doi.org/10.11591/edulearn.v9i4.2121
Refbacks
- There are currently no refbacks.
Copyright (c) 2015 Intelektual Pustaka Media Utama
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by Intelektual Pustaka Media Utama (IPMU) in collaboration with the Institute of Advanced Engineering and Science (IAES).