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All Journal Prosiding Seminar Nasional MIPA Teknotan: Jurnal Industri Teknologi Pertanian Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pendidikan Pancasila dan Kewarganegaraan INDONESIAN JOURNAL OF PHARMACY QUANTUM: Jurnal Inovasi Pendidikan Sains Jurnal Tadris Kimiya Jurnal Kimia Riset J-PEK (JURNAL PEMBELAJARAN KIMIA) JC-T (Journal Cis-Trans): Jurnal Kimia dan Terapannya Panrita Abdi - Jurnal Pengabdian pada Masyarakat Al Ishlah Jurnal Pendidikan Indonesian Journal of Science and Mathematics Education JCER (Journal of Chemistry Education Research) Jurnal Penelitian Kebijakan Pendidikan Jurnal Obor Penmas: Pendidikan Luar Sekolah Journal of Industrial Engineering and Operation Management (JIEOM) Journal of Community Practice and Social Welfare (JaCiPS) Jenius: Journal Education Policy and Elementary Education Issues Journal of Disruptive Learning Innovation (JODLI) Jurnal Keselamatan Kesehatan Kerja dan Lingkungan Jurnal Penelitian Kebijakan Pendidikan Journal of Business, Social and Technology UNESA Journal of Chemical Education Jurnal Pengabdian Masyarakat Biologi dan Sains Jurnal MIPA dan Pembelajarannya Sasambo: Jurnal Abdimas (Journal of Community Service) Jurnal Penelitian Kebijakan Pendidikan
Parlan .
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Collaborative Problem Based Learning to Improve Metacognitive of Chemistry Students: Systematic Literature Review Rusly Hidayah; Fauziatul Fajaroh; Parlan Parlan; I Wayan Dasna
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1172

Abstract

While collaborative problem-based learning (PBL), particularly in Western nations, has been researched and shown to be beneficial in enhancing students' metacognitive skills, it is still sparingly used in Asian nations like Indonesia. This study's goal was to learn more about the potential benefits of cooperative PBL on students' metacognitive skills. The systematic literature review (SLR) research design was used for this study, and the requirements were full text, journal articles, open access, accredited national and international publications between 2010 and 2020, and articles on the role of collaborative PBL in chemistry students' metacognitive development. The findings of the SLR used in this study show that PBL enhances students' metacognitive skills, particularly in chemistry students. The majority of research, however, continues to employ unreliable, nonstandard methods. Therefore, it is believed that this research may be used as supplemental data to acquire in-depth PBL findings.
Systematic Literature Review: Metacognitive Strategy In Science Learning Anggia Rose Sukaton; Parlan Parlan; Hayuni Retno Widarti; Sri Rahayu; I Wayan Dasna
QUANTUM: Jurnal Inovasi Pendidikan Sains Vol 15, No 2 (2024): Oktober 2024
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/quantum.v15i2.18441

Abstract

The purpose of this review article was to understand the application of metacognitive strategies in science education as well as identify the syntax of these strategies and their impact on the studied variable. The method used was called a systematic literature review (SLR), and it consisted of three steps: planning, carrying out, and reporting. The process of searching and filtering articles was carried out using the PRISMA method in electronic journals. Sixteen articles were relevant to the research goal and were published in twelve journals (Scopus). The results of the study indicated that students were most often used as research subjects in metacognitive strategy research. Most articles on metacognitive strategy in science learning were published in 2019, and quasi-experimental research designs were most frequently used. Chemistry is the scientific discipline that uses this strategy the most. The main metacognitive strategy syntax had three stages: planning, implementing learning, monitoring, and evaluating. The most researched metacognitive strategy has an influence on improving student learning outcomes. Therefore, metacognitive strategies could be a choice for teachers in schools to improve student learning outcomes in science. Metacognitive strategies still have great opportunities to be developed and applied in science learning in the future.
ENHANCING METACOGNITIVE AND CREATIVE THINKING SKILLS IN CHEMISTRY EDUCATION: THE ROLE OF COLLABORATIVE PROJECT-BASED LEARNING AND STUDENT RESPONSIBILITY Muhammad Farhan Ivan Phalosa; Rusly Hidayah; I Wayan Dasna; Parlan; Nazriati
JCER (Journal of Chemistry Education Research) Vol. 10 No. 1 (2026): Volume 10 No. 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcer.v10n1.p43-52

Abstract

The integration of metacognitive and creative thinking skills plays a crucial role in equipping STEM students with the necessary competencies to address complex, real-world challenges. This quasi-experimental study investigates the effectiveness of Collaborative Project-Based Learning (CPjBL) supplemented with Electronic Worksheets (E-LKM) in enhancing these essential skills among undergraduate chemistry students (N=52), while examining the moderating effect of student responsibility. The research employed a comparative approach between CPjBL and Project-Based Learning (PjBL) methodologies. Results demonstrated that CPjBL significantly outperformed conventional PjBL in developing both metacognitive skills (with an N-Gain of 0.76 compared to 0.66) and creative thinking abilities (N-Gain of 0.87 versus 0.70). Notably, the benefits were particularly pronounced among students exhibiting high levels of personal responsibility (p < 0.05). Further statistical analysis through univariate ANOVA revealed a significant interaction effect between the CPjBL approach and student responsibility (F = 2.084, p = 0.013), indicating that the effectiveness of the collaborative learning method is substantially influenced by learners' degree of accountability. This finding suggests that while CPjBL represents a powerful pedagogical tool, its implementation should consider students' readiness to take responsibility for their learning process. The study provides empirical evidence supporting CPjBL as an effective framework for cultivating 21st-century skills in chemistry education. The findings have important implications for instructional design, highlighting the need to incorporate collaborative, technology-enhanced learning strategies while simultaneously fostering students' sense of responsibility. Additionally, the research underscores the importance of professional development programs to equip educators with the necessary skills to implement these innovative teaching approaches effectively.
Comparing students’ thermochemistry misconceptions after the PDCA metacognitive learning and the 5E learning cycle: A subtopic-based diagnostic study Sofinila, Mida Fitri Agasty; Parlan, Parlan; Muntholib, Muntholib
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i2.32061

Abstract

Students’ misconceptions in thermochemistry remain challenging, as the topic requires integrated conceptual, representational, and mathematical understanding. Although many studies have examined thermochemistry misconceptions, limited attention has been given to subtopic-based comparisons after learning through strategies with different characteristics. This study compares students’ misconception patterns across thermochemistry subtopics after implementing the PDCA metacognitive learning strategy (SM-PDCA) and the 5E Learning Cycle (LC 5E) using four-tier diagnostic evidence. A comparative descriptive quantitative design involved 65 eleventh-grade students from two intact classes at SMAN 5 Malang. Misconceptions were diagnosed using a four-tier test and analyzed by subtopic, answer-reason pattern, and Cohen’s d. The SM-PDCA class showed a lower overall misconception percentage than the LC 5E class (29.22% vs. 33.23%), with the clearest tendency in the system and surroundings and the types of standard enthalpy changes. In contrast, the LC 5E class showed only a slight tendency toward lower misconceptions in determining enthalpy change (ΔH), with a negligible effect size. These findings suggest that the SM-PDCA is particularly relevant to thermochemistry concepts that require monitoring conceptual boundaries, evaluating classifications, and revising reasoning. Chemistry teachers should align instruction with the cognitive demands of each subtopic by combining metacognitive monitoring, structured problem-solving, and explicit conceptual justification.
Validitas Buku Model Pembelajaran Kolaboratif Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kreatif dan Metakognitif Mahasiswa Rusly Hidayah; Fauziatul Fajaroh; Parlan Parlan; I Wayan Dasna; Ikhsan Nendi
Journal of Business, Social and Technology Vol. 5 No. 2 (2024): Journal of Business, Social and Technology
Publisher : Politeknik Siber Cerdika Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59261/jbt.v4i2.163

Abstract

Berpikir kreatif dan metakognitif termasuk dalam ranah berpikir tingkat tinggi yang melibatkan kontrol aktif dalam proses kognitif untuk memecahkan suatu masalah. Berbagai upaya untuk meningkatkan penguasaan berpikir kreatif dan keterampilan metakognitif sangat diperlukan, salah satunya melalui penggunaan buku model pembelajaran kolaboratif berdasarkan masalah yang merangsang kemampuan berpikir kreatif dan metakognitif siswa. Riset ini menggunakan metode penelitian dan pengembangan (R&D) ini bertujuan untuk menguji validitas buku model pembelajaran kolaboratif berbasis masalah. Sedangkan pengumpulan data menggunakan metode angket. Pengembangan buku menggunakan model Plomp, sehingg penggunaan buku perlu divalidasi, dalam hal ini buku divalidasi oleh tiga orang ahli menggunakan V Aiken, hasil validasi menunjukkan validitas isi 0,919 oleh pakar, validitas konstruk 0,903 oleh pakar dengan kategori valid dan dapat digunakan untuk mengetahui peningkatan kemampuan berpikir kreatif dan metakognitif siswa. Disarankan kepada dosen untuk menerapkan model buku pembelajaran berbasis masalah kolaboratif dan menekankan berpikir kreatif dan keterampilan metakognitif dalam proses pembelajaran.
Co-Authors ., Sutrisno Afis Baghiz Syafruddin Al-Fath, Hanifah Nur Alifah Novitasari Anggia Rose Sukaton Ardianty, Annida Elfiana Citra Asnan Wahyudi Bambang Nurhadi Bambang Wahyudi Binti Zulaihah Deni Ainur Rokhim Dermawan Afandy Dwi Mei Susiyadi Eli Hendrik Sanjaya Fauziatul Fajaroh Gozali, Ade Justiawan Habiddin Hayuni Retno Widarti Herunata Herunata Husni Wahyu Wijaya I Wayan Dasna Ida Bagus Suryadharma Indah Rahmawati Indah Yulaikah Joko Warsito Juwita Karina Pratiwi Laurent Octaviana Maharani, Richa Nan Martina, Erintri Muhammad Farhan Ivan Phalosa Muhammad Su&#039;aidy Muhammad Su’aidy Muntholib Nazriati Nazriati dkk. Nendi, Ikhsan Nur Aini Indri Astutik Nur Fiki Maharani Oktavia Sulistina Peni, Ristiwi Prastya, Deny Nurcahyo Hari Pratiwi, Juwita Karina Putri, Revita Richa Nan Maharani Ristiwi Peni Rufran Zulkarnain Rusly Hidayah Santosa Santosa Setiawan, Nur Candra Eka Siti Marfuah, Siti Sitoresmi Prabaningtyas Sofinila, Mida Fitri Agasty Sri Rahayu Subandi Subandi Sutrisno Sutrisno Syafruddin, Afis Baghiz Syaiful Arif Tri Martiana Umi Latifah Umi Latifah Yahmin Yahmin Yusria Izzatul Ulva Yuwana, Mutia Yuyun Musabbikha Zelen Surya Minata Zulfa, Nadiyah Zulkarnain, Rufran