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All Journal Jurnal Pelita Pendidikan Jurnal Bioterdidik: Wahana Ekspresi Ilmiah REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bioedukatika Journal of Natural Science and Integration Biosfer: Jurnal Pendidikan Biologi Journal of Biology Education Bioedusiana: Jurnal Pendidikan Biologi Community Education Engagement Journal Biology and Education Journal (BaEJ)
Tengku Idris, Tengku
Universitas Islam Riau
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Materials Science & Nanotechnology Physics Social Sciences

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Metacognition and Self-System Among Biology Education Undergraduates at Islamic University of Riau Idris, Tengku; Rahmat, Adi; Hidayat, Topik; Riandi, Riandi
Journal of Natural Science and Integration Vol 8, No 1 (2025): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v8i1.36222

Abstract

Metacognition and the self-system are critical components influencing an individual's learning success. The ability to reflect on and regulate one’s learning processes must be accurately identified and assessed to support instructional planning that enhances these skills. This descriptive study aims to examine the metacognitive abilities and self-system of fifth-semester students enrolled in the Biology Education Study Program at the Islamic University of Riau. Utilizing a survey method, data were collected from a sample of 30 students, consisting of 6 males and 24 females. The instrument, a questionnaire based on Marzano’s Taxonomy and comprising three indicators per variable, was validated through expert review. Data were analyzed using percentage-based categorization and further examined through a Pearson product-moment correlation test via SPSS 22. Results indicated that all metacognitive indicators fell into the high category, with clarity monitoring achieving the highest score (80.27%) and process monitoring the lowest (77.87%). For the self-system, examining importance and emotional response were categorized as high, while efficacy was rated moderate. A significant positive correlation was found between metacognition and the self-system (r = 0.536), with the regression equation Y = 36.662 + 0.478X. These findings suggest that students exhibit high levels of both metacognitive and self-system abilities, which are significantly interrelated.Keywords: biology education, metacognitive, self-system, undergraduate
Mastery concepts and misconceptions in biotechnology courses with a three tier diagnostic test Idris, Tengku; Hidayat, Topik; Rahmat, Adi
Biosfer: Jurnal Pendidikan Biologi Vol. 17 No. 1 (2024): Biosfer: Jurnal Pendidikan Biologi
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/biosferjpb.36900

Abstract

This research aims to determine the mastery of concepts and misconceptions of students in the Biology Education Study Program wich is in Pekanbaru. This type of research is survey research with a porpusive sampling type. The population of the study was all students who had taken biotechnology courses, while the research sample was 6th semester students who had just completed biotechnology courses in the previous semester. The total research sample was 32 students. The instrument used to measure mastery of concepts and misconceptions is a diagnostic test with 20 multiple choice questions accompanied by reasons and level of belief. The questions are given using a Google form and students work on the questions during class and are given 90 minutes.The research data were analyzed descriptively. Based on the results showed that for indicator 1 30.01% of students understood the basic concepts of biotechnology well and 55.63 had misconceptions. In indicator 2, only 5% of students understood the concept of biotechnology process while 64.38% had misconceptions and 29.38 did not understand the concept. Indicator 3, as many as 10.63% of students understand the concept of conventional and modern biotechnology characteristics and 59.38% of students have misconceptions and 25.63% do not understand the concept while indicator 4 as many as 30.63% of students understand the examples of biotechnology products while still 43.13% have misconceptions and 22.50% still do not understand the concept. Students' mastery of concepts in biotechnology courses is in a very low category and while more than half of the students still experience misconceptions and do not understand the concepts.
Co-Authors Adi Rahmat Amnah, Sri Desti Desti Fitri Arsih Herlina Safitri M. Syahrum Sujudi Mahmudah, Nurhayatun Nur Sedala Putri Nurkahairo Hidayati Nurkhairo Hidayati Nursyahrani Lasmana Nurul Fauziah Peny Husna Handayani, Peny Husna Rendra Cahyana Restesa Rahmayumita Riandi Riandi Sarah Riswanti Sepita Ferazona Sepita Ferazona Siti Robiah Sri Amanah Sri Amnah Sri Miranti, Rahayu Sukarni Sukarni Suryanti Suryanti Suryanti Suryanti Suryanti Syarifah fazira Topik Hidayat