Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL

Penulis

  • Elisa Rohimatun Nafi’ah University of Muhammadiyah Malang
  • Elly Purwanti University of Muhammadiyah Malang
  • Fendy Hardian Permana University of Muhammadiyah Malang
  • Ahmad Fauzi University of Muhammadiyah Malang

DOI:

https://doi.org/10.23887/jet.v6i1.41470

Kata Kunci:

Enriched virtual, Metacognitive, PjBL

Abstrak

Currently, the Covid-19 pandemic has become a significant problem faced by the world of education. The presence of Covid-19 has affected the teaching and learning process in various countries. Almost all countries implement physical distancing policies so that many schools are forced to replace face-to-face learning with online learning based on information and communication technology. The limitations of face-to-face activities in online learning are an obstacle for education, especially in the pandemic era. Moreover, the development of science and technology in the 21st century provides new challenges for the world of education, requiring students to have cognitive skills and metacognitive skills. This quantitative study investigates the effect of the project-based learning-based enriched virtual learning model on students' metacognitive skills. The research design was quasi-experimental with a nonequivalent control group design involving 40 students (22 male students and 18 female students) in class VII. Metacognitive skills were measured using a metacognitive rubric. Data collection is done by using pre-test, post-test, and assignment. Successively, the test used to analyze the metacognitive skills data was One-Way ANCOVA. The results showed that the project-based learning-based enriched virtual learning model significantly affected metacognitive skills (Sig = 0.000). Overall, students got a very memorable experience when following the learning stages so that the model can be used as a reference for use in the following science lesson.

Biografi Penulis

Elisa Rohimatun Nafi’ah, University of Muhammadiyah Malang

Department of Biology Education, Faculty of Teacher Training and Education

Elly Purwanti, University of Muhammadiyah Malang

Department of Biology Education, Faculty of Teacher Training and Education

Fendy Hardian Permana, University of Muhammadiyah Malang

Department of Biology Education, Faculty of Teacher Training and Education

Ahmad Fauzi, University of Muhammadiyah Malang

Department of Biology Education, Faculty of Teacher Training and Education

Referensi

Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309.

Agarwal, S., & Kaushik, J. S. (2020). Student’s perception of online learning during COVID pandemic. The Indian Journal of Pediatrics, 87(7), 554–554. https://doi.org/10.1007/s12098-020-03327-7.

Akturk, A. O., & Sahin, I. (2011). Literature review on metacognition and its measurement. Procedia - Social and Behavioral Sciences, 15, 3731–3736. https://doi.org/10.1016/j.sbspro.2011.04.364.

Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, ahead-of-p(ahead-of-print). https://doi.org/10.1108/AEDS-06-2020-0131.

Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Education and Information Technologies, 26(6), 6881–6899. https://doi.org/10.1007/s10639-021-10518-y.

Aslamiyah, T. Al, Setyosari, P., & Praherdhiono, H. (2019). Blended Learning Dan Kemandirian Belajar Mahasiswa Teknologi Pendidikan. JKTP: Jurnal Kajian Teknologi Pendidikan, 2(2), 109–114. https://doi.org/10.17977/um038v2i22019p109.

Burki, T. K. (2020). COVID-19: Consequences for higher education. The Lancet Oncology, 21(6), 758. https://doi.org/10.1016/S1470-2045(20)30287-4.

Cahyani, A., Listiana, I. D., & Larasati, S. P. D. (2020). Motivasi Belajar Siswa SMA pada Pembelajaran Daring di Masa Pandemi Covid-19. IQ (Ilmu Al-Qur’an): Jurnal Pendidikan Islam, 3(01), 123–140. https://doi.org/10.37542/iq.v3i01.57.

Chu, D. K., Akl, E. A., Duda, S., Solo, K., Yaacoub, S., Schünemann, H. J., … Schünemann, H. J. (2020). Physical distancing, face masks, and eye protection to prevent person-to-person transmission of SARS-CoV-2 and COVID-19: a systematic review and meta-analysis. The Lancet, 395(10242), 1973–1987. https://doi.org/10.1016/S0140-6736(20)31142-9.

Çiftçi, B. (2020). The effect of blended learning on academic Achievement and attitudes at social studies courses. Open Journal for Educational Research, 4(2), 143–150. https://doi.org/10.32591/coas.ojer.0402.05143c.

Corebima, A. D. (2009). Metacognitive Skill Measure-ment Integrated in Achievement Test. In Third International Conference on Science and Math-ematics Education(CoSMEd). Retrieved from https://scholar.google.co.id/citations?view_op=view_citation&hl=id&user=EobB1ssAAAAJ&citation_for_view=EobB1ssAAAAJ:5MTHONV0fEkC.

Daniel, F. (2016). Kemampuan Berpikir Kritis Siswa Pada Implementasi Project Based Learning ( PjBL ) Berpendekatan Saintifik. JPMI (Jurnal Pendidikan Matematika Indonesia), 1(1), 7–13. https://doi.org/10.26737/jpmi.v1i1.76.

Darmawan, E., Brasilita, Y., Zubaidah, S., & Saptasari, M. (2018). Enhancing metacognitive skills of students with different gender using simas eric learning model at state senior high school 6 Malang. BIOSFER: Jurnal Pendidikan Biologi (BIOSFERJPB), 11(1), 47–56. https://doi.org/10.21009/biosferjpb.11-1.5.

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018.

Diana, P. Z., Wirawati, D., & Rosalia, S. (2020). Blended Learning dalam Pembentukan Kemandirian Belajar. Alinea: Jurnal Bahasa, Sastra, Dan Pengajaran, 9(1), 16–22. https://doi.org/10.35194/alinea.v9i1.763.

Dirgantoro, K. P. S. (2018). Pendekatan Keterampilan Metakognitif Dalam Pembelajaran Matematika. M A T H L I N E : Jurnal Matematika Dan Pendidikan Matematika, 3(1), 1–10. https://doi.org/10.31943/mathline.v3i1.78.

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440.

Eagleton, S. (2017). Designing blended learning interventions for the 21st century student. Advances in Physiology Education, 41(2), 203–211. https://doi.org/10.1152/advan.00149.2016.

Efgivia, M. G. (2019). Pengaruh Media Blanded Dan E-Learning Terhadap Hasil Belajar Mahasiswa Pengembangan Media Audio Mahasiswa Semester IV TP UIKA Bogor. Educate: Jurnal Teknologi Pendidikan, 4(2), 85–96. Retrieved from. http://ejournal.uika-bogor.ac.id/index.php/EDUCATE/article/view/2172.

Efrilla, G., Amnah, S., & Suryanti, E. (2018). Profil Kesadaran dan Strategi Metakognisi Siswa SMP Negeri SeLecamatan Kampar. Journal of Natural Science and Integration, 1(1), 69–77. https://doi.org/10.24014/jnsi.v1i1.5197.

Fauzi, A., & Sa’diyah, W. (2019). Students’ metacognitive skills from the viewpoint of answering biological questions: Is it already good? Jurnal Pendidikan IPA Indonesia, 8(3), 317–327. https://doi.org/10.15294/jpii.v8i3.19457.

Gunawan, Sahidu, H., Harjono, A., & Suranti, N. M. Y. (2017). The Effect of Project Based Learning With Virtual Media Assistance on Student’s Creativity in Physics. Jurnal Cakrawala Pendidikan, 36(2), 167–179. https://doi.org/10.21831/cp.v36i2.13514.

Hartnett, M. (2016). The importance of motivation in online learning. In Motivation in Online Education (pp. 5–32). https://doi.org/10.1007/978-981-10-0700-2_2.

Hasanah, H., & Malik, M. N. (2020). Blended learning in improving students’ critical thinking and communication skills at University. Cypriot Journal of Educational Sciences, 15(5), 1295–1306. https://doi.org/10.18844/cjes.v15i5.5168.

Hidayat, A. A. (2015). Metode Penelitian Paradigma Kuantitatif. Retrieved from https://www.google.co.id/books/edition/Metode_Penelitian_Kesehatan_Paradigma_Ku/voATEAAAQBAJ?hl=id&gbpv=1.

Hr, S., & Surianti. (2019). Pengaruh Pemberdayaan, Kompetensi, Dan Kepuasan Kerja Terhadap Kinerja Dosen Universitas Wiralodra Indramayu. Jurnal Investasi, 5(1), 79–104. https://doi.org/10.31943/investasi.v5i1.20.

Hrastinski, S. (2019). What Do We Mean by Blended Learning? TechTrends, 63, 564–569. https://doi.org/10.1007/s11528-019-00375-5.

Huda, M. (2018). Blended Learning: Improvisasi dalam Pembelajaran Menulis Pengalaman. Jurnal Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 8(2), 117–130. Retrieved from https://core.ac.uk/download/pdf/270176538.pdf.

Humphrey, E. A., & Wiles, J. R. (2021). Lessons learned through listening to biology students during a transition to online learning in the wake of the COVID-19 pandemic. Ecology and Evolution, 11(8), 3450–3458. https://doi.org/10.1002/ece3.7303.

Islam, N., Sharp, S. J., Chowell, G., Shabnam, S., Kawachi, I., Lacey, B., … White, M. (2020). Physical distancing interventions and incidence of coronavirus disease 2019: natural experiment in 149 countries. BMJ, m2743. https://doi.org/10.1136/bmj.m2743.

Islam, S., Baharun, H., Muali, C., Ghufron, M. I., Bali, M. el I., Wijaya, M., & Marzuki, I. (2018). To boost students’ motivation and achievement through blended learning. Journal of Physics: Conference Series, 1114, 012046. https://doi.org/10.1088/1742-6596/1114/1/012046.

Jay, J., Bor, J., Nsoesie, E. O., Lipson, S. K., Jones, D. K., Galea, S., & Raifman, J. (2020). Neighbourhood income and physical distancing during the COVID-19 pandemic in the United States. Nature Human Behaviour, 4(12), 1294–1302. https://doi.org/10.1038/s41562-020-00998-2.

Juanengsih, N., Mahmudah, L., & Ruri, R. (2018). Enhancing of Students’ Learning Outcomes in the Environment Pollution Concept through Project Based Learning (PjBL). Jurnal Penelitian Dan Pembelajaran IPA, 4(2), 127–134. https://doi.org/10.30870/jppi.v4i2.3385.

Kashefi, H., Ismail, Z., & Yusof, Y. M. (2012). Supporting engineering students’ thinking and creative problem solving through blended learning. Procedia - Social and Behavioral Sciences, 56, 117–125. https://doi.org/10.1016/j.sbspro.2012.09.638.

Lai, E. R. (2011). Metacognition: A literature review. In Pearson’s Research Report.

Lukitasari, M., Hasan, R., Sukri, A., & Handhika, J. (2021). Developing student’s metacognitive ability in science through project-based learning with e-portfolio. International Journal of Evaluation and Research in Education (IJERE), 10(3), 948–955. https://doi.org/10.11591/ijere.v10i3.21370.

Mali, D., & Lim, H. (2021). How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic? The International Journal of Management Education, 19(3), 100552. https://doi.org/10.1016/j.ijme.2021.100552.

McGrath, C., Palmgren, P. J., & Liljedahl, M. (2021). Beyond brick and mortar: Staying connected in post‐pandemic blended learning environments. Medical Education, 55(8), 890–891. https://doi.org/10.1111/medu.14546.

Megahed, N., & Hassan, A. (2021). A blended learning strategy: reimagining the post-Covid-19 architectural education. Archnet-IJAR: International Journal of Architectural Research. https://doi.org/10.1108/ARCH-04-2021-0081.

Moerdijat, L. (2020). Penerapan The Fifth Discipline Pada Pendidikan Di Indonesia Saat Pandemi Covid-19. Sukma: Jurnal Pendidikan, 4(2), 89–120. https://123dok.com/document/zg33ldnq-penerapan-fifth-discipline-pada-pendidikan-indonesia-pandemi-covid.html.

Nida, N. K., Usodo, B., & Saputro, D. R. S. (2020). The Blended Learning With Whatsapp Media On Mathematics Creative Thinking Skills And Math Anxiety. Journal of Education and Learning (EduLearn), 14(2), 307–314. https://doi.org/10.11591/edulearn.v14i2.16233.

Novianto, N. K., Masykuri, M., & Sukarmin, S. (2018). Pengembangan Modul Pembelajaran Fisika Berbasis Proyek (Project Based Learning) Pada Materi Fluida Statis Untuk Meningkatkan Kreativitas Belajar Siswa Kelas X Sma/ Ma. INKUIRI: Jurnal Pendidikan IPA, 7(1), 81–92. https://doi.org/10.20961/inkuiri.v7i1.19792.

Nurwidodo, Aisyah, D. F. N., & Fauzi, A. (2021). Kesadaran metakognitif siswa setelah mengikuti pembelajaran modifikasi cooperative script dipadu Hybrid-PjBl. JINoP (Jurnal Inovasi Pembelajaran), 7(1), 10–18. Retrieved from https://ejournal.umm.ac.id/index.php/jinop/article/view/10376.

Ożadowicz, A. (2020). Modified blended learning in engineering higher education during the COVID-19 lockdown—building automation courses case study. Education Sciences, 10(10), 292. https://doi.org/10.3390/educsci10100292.

Pratama, Y. A., Sopandi, W., Hidayah, Y., & Trihatusti, M. (2020). Pengaruh Model Pembelajaran RADEC Terhadap Keterampilan Berpikir Tingkat Tinggi Siswa Sekolah Dasar. JINoP (Jurnal Inovasi Pembelajaran), 6(2), 191–203. https://doi.org/10.22219/jinop.v6i2.12653.

Pratiwi, M. E. (2018). Effects of project-based learning strategy on student metacognitive skill to learning biology. Pancaran Pendidikan, 7(2), 43–50. https://doi.org/10.25037/pancaran.v7i2.165.

Purnomo, D. (2019). Analisis Kemampuan Mahasiswa Dalam Memecahkan Masalah Melalui Aktivitas Metakognisi Matematis. Pi: Mathematics Education Journal, 2(1), 40–53. https://doi.org/10.21067/pmej.v2i1.2939.

Purwanto, A. E., Hendri, M., & Susanti, N. (2016). Studi Perbandingan Hasil Belajar Siswa Menggunakan Media PhET Simulations dengan Alat Peraga pada Pokok Bahsan Listrik Magnet di Kelas IX SMPN Kabupaten Tebo. Edufisika: Jurnal Pendidikan Fisika, 01(01), 22–27. https://online-journal.unja.ac.id/EDP/article/view/2954.

Putri, A., Sumardani, D., Rahayu, W., & Hajizah, M. N. (2020). Kemampuan Berpikir Kritis Matematis Menggunakan Model Generative Learning Dan Connecting, Organizing, Reflecting, Extending (CORE). AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(1), 108–117. https://doi.org/10.24127/ajpm.v9i1.2617.

Putri, A., Sumardani, D., Rahayu, W., Hajizah, M. N., & Rahman, A. (2020). Kemampuan Literasi Matematika Menggunakan Bar Model Pada Materi Aljabar. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(2), 338–347. https://doi.org/10.24127/ajpm.v9i2.2744.

Rahman, A., Wahyuni, I., & Noviani, A. (2018). Profil Kemampuan Berpikir Kritis Dan Kemampuan Metakognitif Siswa Berdasarkan Jenis Kelamin. Jurnal Pendidikan Biologi, 10(1), 28–43. https://doi.org/10.17977/um052v10i1p28-43.

Rambely, A. S., Ahmad, R. R., Majid, N., M-Suradi, N. R., Din, U. K. S., A-Rahman, I., … Abu-Hanifah, S. (2013). Project-based activity: Root of research and creative thinking. International Education Studies, 6(6), 66–71. https://doi.org/10.5539/ies.v6n6p8.

Rumahlatu, D., & Sangur, K. (2019). The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students. Journal of Education and Learning (EduLearn), 13(1), 104. https://doi.org/10.11591/edulearn.v13i1.11189.

Rusnawati, M., Santyasa, I. W., & Tegeh, I. M. (2021). The effect of project based e-learning models toward learning outcomes and critical thinking skills of vocational high schoolstudents. JPP (Jurnal Pendidikan Dan Pembelajaran), 27(2), 57–64. https://doi.org/10.17977/um047v27i22020p057.

Samsudin, M. A., Jamali, S. M., Zain, A. N. M., & Ebrahim, N. A. (2020). The Effect Of STEM Project based Learning On Self-Efficacy Among High-School Physics Students. Journal of Turkish Science Education, 16(1), 94–108. https://doi.org/10.36681/tused.2020.15.

Saputri, W. (2017). Keterampilan Metakognitif Mahasiswa Calon Guru dan Hubungannya dengan Pola Pembelajaran Dosen. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 1(2), 113–121. https://jurnal.um-palembang.ac.id/dikbio/article/view/688.

Sari, M. S., Sunarmi, S., & Tenzer, A. (2018). The relationship between metacognitive skills and cognitive learning outcomes through guided inquiry model. Advances in Social Science, Education and Humanities Research, 218(ICoMSE 2017), 221–224. https://doi.org/10.2991/icomse-17.2018.39.

Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29, 203–212. https://doi.org/10.1016/j.tsc.2018.08.001.

Sholihah, M., Zubaidah, S., & Mahanal, S. (2016). Memberdayakan Keterampilan Metakognitif dan Hasil Belajar Kognitif Siswa dengan Model Pembelajaran Reading Concept Map-Reciprocal Teaching (Remap RT). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(4), 628–633. https://media.neliti.com/media/publications/210497-memberdayakan-keterampilan-metakognitif.pdf.

Siddiquei, M. I., & Kathpal, S. (2021). Challenges of online teaching during Covid‐19: An exploratory factor analysis. Human Behavior and Emerging Technologies. https://doi.org/10.1002/hbe2.300.

Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865.

Sucipto. (2017). Peningkatan Self Regulated Learning Mahasiswa Di Era Digital Melalui Pembelajaran Blended Learning. Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika, 5(1), 31–41. https://doi.org/10.25139/sm.v5i1.455.

Sujarwo, S., & Oktaviana, R. (2017). Pengaruh Warna Terhadap Short Term Memory Pada Siswa Kelas Viii Smp N 37 Palembang. Psikis: Jurnal Psikologi Islami, 3(1), 33–42. https://doi.org/10.19109/psikis.v3i1.1391.

Sularmi, Utomo, D. H., & Ruja, I. N. (2018). Pengaruh project-based learning terhadap kemampuan berpikir kritis. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(4), 475–479. http://journal.um.ac.id/index.php/jptpp/.

Suwono, H., Susanti, S., & Lestari, U. (2017). Guided inquiry facilitated blended learning to Improve metacognitive and learning outcome of high school students. Journal of Physics: Conference Series, 824, 012068. https://doi.org/10.1088/1742-6596/824/1/012068.

Syakur, A., Musyarofah, L., Sulistiyaningsih, S., & Wike, W. (2020). The effect of Project Based Learning (PjBL) continuing learning innovation on learning outcomes of English in higher education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(1), 625–630. https://doi.org/10.33258/birle.v3i1.860.

Thapa, S., Sotang, N., Adhikari, J., Ghimire, A., Limbu, A. K., Joshi, A., & Adhikari, S. (2020). Impact of COVID-19 lockdown on agriculture education in Nepal: An online survey. Pedagogical Research, 5(4), em0076. https://doi.org/10.29333/pr/8465.

Verma, G., Campbell, T., Melville, W., & Park, B. Y. (2020). Science teacher education in the times of the COVID-19 pandemic. Journal of Science Teacher Education, 31(5), 483–490. https://doi.org/10.1080/1046560X.2020.1771514.

Xie, X., Siau, K., & Nah, F. F. H. (2020). COVID-19 pandemic–online education in the new normal and the next normal. Journal of Information Technology Case and Application Research, 22(3), 175–187. https://doi.org/10.1080/15228053.2020.1824884.

Yahya, R., Ummah, S. K., & Effendi, M. M. (2020). Pengembangan Perangkat Pembelajaran Flipped Classroom Bercirikan Mini-Project. SJME (Supremum Journal of Mathemathics Education), 4(1), 78–91. https://pdfs.semanticscholar.org/a891/e7c4af473f5f8c4b85717a8abc0caef8a815.pdf.

Yamin, Y., Permanasari, A., Redjeki, S., & Sopandi, W. (2020). Implementing project-based learning to enhance creative thinking skills on water pollution topic. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(2), 225–232. https://doi.org/10.22219/jpbi.v6i2.12202.

Yuan, K., Aftoni, A., & Çobanoğlu, Ö. (2020). The effect of problem-based learning model and blended learning model to metacognitive awareness as a reflection towards a New Normal Era. Jurnal Pendidikan Teknologi Dan Kejuruan, 26(2), 183–188. https://doi.org/10.21831/jptk.v26i2.32783.

Yuliani, K., & Rista, N. (2021). Pengaruh Kinerja Guru Terhadap Motivasi Belajar Siswa Dalam Pembelajaran Jarak Jauh Selama Pandemi Covid-19 Di SMP Negeri 20 Bekasi. Jurnal Ilmu Pendidikan Ahlussunnah, 4(2), 304–314. http://ojs.stkip-ahlussunnah.ac.id/index.php/jipa/article/view/164.

Yusuf, I., & Widyaningsih, S. W. (2020). Implementing E-Learning-Based Virtual Laboratory Media to Students’ Metacognitive Skills. International Journal of Emerging Technologies in Learning, 15(5), 63–74. https://doi.org/10.3991/ijet.v15i05.12029.

Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.592670.

Zarouk, M. Y., Olivera, E., & Khaldi, M. (2020). The Impact Of Flipped Project-based Learning On Self-Regulation In Higher Education. International Journal of Emerging Technologies in Learning, 15(17), 127–147. https://doi.org/10.3991/ijet.v15i17.14135.

Diterbitkan

2022-03-01

Cara Mengutip

Nafi’ah, E. R., Purwanti, E., Permana, F. H., & Fauzi, A. (2022). Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL. Journal of Education Technology, 6(1), 29–37. https://doi.org/10.23887/jet.v6i1.41470

Terbitan

Bagian

Articles