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Journal : Journal of Education and Learning (EduLearn)

The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students Dominggus Rumahlatu; Kristin Sangur
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (268.649 KB) | DOI: 10.11591/edulearn.v13i1.11189

Abstract

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 project-based learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.
The Correlation Between Generic Science Skill and Biology Learning Results of Public Junior High schools in Ambon Using Scientific Approach Prelly M.J Tuapattinaya; Dominggus Rumahlatu
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.799 KB) | DOI: 10.11591/edulearn.v12i2.7319

Abstract

The purpose of this research was to determine the correlation between generic science skills and students’ Biology learning results on plant movement material in Junior High Schools in Ambon using scientific approach. This is a correlational research using the instruments of the rubric of generic science skill and cognitive tests. The design of this reserch is the analysis of the effect of generic science skill variables (X1) and the school origin (X2) toward the students’ learning results (Y) with the design of one group pretest-posttest. The data ontained were descriptively analyzed and through covariate analysis and correlation analysis. The results of this research showed that learning by using scientific approach had the average score of 0.740 with high category (Junior High School 6 Ambon), while learning using conventional approach had an average score of 0.219 with low category (Junior high school 9 Ambon). The biology learning result score of the students in some junior high schools in Ambon on the material of plant movement systems taught by using scientific approach experienced an increase, inwhich the students’ biology learning results after taught by using scientific approach achieved 85.68-100.00% with very good category compared to that taught by using the conventional approach, which was 39.51-89.04% with fair until very good catagory. In addition there was a strong correlation (r=0.6) between generic science skills and biology learning results on the conceptof plant movement of Junior High School students in Ambon.