Rusdi Hasan
Program Studi Pendidikan Biologi Universitas Muhammadiyah Bengkulu, Indonesia Jalan Bali 118 Kota Bengkulu 38119

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Journal : Jurnal Pendidikan Biologi Indonesia

Using critical analysis to develop metacognitive ability and critical thinking skills in biology Lukitasari, Marheny; Hasan, Rusdi; Murtafiah, Wasilatul
Jurnal Pendidikan Biologi Indonesia Vol 5, No 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

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Abstract

Possessing and developing metacognitive abilities are an essential part of the learning process. This study is a class action research on the use of critical analysis to identify its influence on students’ metacognitive abilities and critical thinking skills as well as to discover the relationship between metacognitive abilities and critical thinking skills. The sample of this study is 76 students from 217 students taking cell biology and non-vascular plants subject during the fall semester. It is a descriptive quantitative study with critical analysis assignments. Critical analysis rubric is used to collect the data of students’ critical analysis and the essay test to measure students’ critical thinking and metacognitive ability. The data of metacognitive ability and critical thinking were analyzed using regression test. The result showed there was a positive influence of the use of critical analysis to the student metacognitive abilities and critical thinking skills. The results of a simple correlation analysis of metacognitive abilities and critical thinking skills show the means value (r) of 0.904, which means that there is a strong positive relationship between the two components. The higher the student’ metacognitive skills, the higher their critical thinking skill will be.
The activeness, critical, and creative thinking skills of students in the Lesson Study-based inquiry and cooperative learning Hasan, Rusdi; Lukitasari, Marheny; Utami, Sri; Anizar, Anizar
Jurnal Pendidikan Biologi Indonesia Vol 5, No 1 (2019): MARCH
Publisher : University of Muhammadiyah Malang

Show Abstract | Original Source | Check in Google Scholar | Full PDF (333.495 KB)

Abstract

The implementation of innovative learning and lesson study (LS) are potential to improve student thinking skills and activeness differently and mostly implemented separately. This study aimed to explore and compare the student critical and creative thinking skills as well as student activeness in the inquiry and cooperative models combined with LS-based learning practice. This was a descriptive quantitative study that was conducted at Islamic Senior High School 1 of Bengkulu.  The sample was two classes consisted of 33 and 32 students each that conducted LS-inquiry and LS-cooperative learning. The essay test delivered to measure critical and creative thinking skills and observation sheet to measure student activeness. The data were analyzed by t-test to compare critical and creative thinking skills as well as the student activeness between the LS-inquiry and LS-cooperative classes. The result showed that LS-inquiry learning improved the student critical and creative thinking skills that significantly higher than LS-cooperative learning. The student activeness improved gradually as LS cycles during learning processes in either inquiry or cooperative learning, but no significant difference between these two learning models. It showed that inquiry learning plays a dominant influence in critical and creative thinking skills improvement, whereas LS in student activeness improvement otherwise.