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All Journal JPBIO (Jurnal Pendidikan Biologi) DIDAKTIKA
Moch Haikal
Universitas Islam Madura
Education Languange, Linguistic, Communication & Media Mathematics Other

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Metacognitive and creative thinking skills: A post-covid-19 correlational study Linda Tri Antika; Sukron Sukron; Moch Haikal; Akhmad Fathir
JPBIO (Jurnal Pendidikan Biologi) Vol 7, No 2 (2022): November 2022
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpbio.v7i2.1923

Abstract

The facts of learning in education showed that students were less encouraged to develop metacognitive skills and creative thinking skills, so that students were not active and students were less likely to participate in the learning process. This study aimed to determine the correlation of metacognitive skills with creative thinking skills of class XI students in biology subjects. The subjects of this study were students of class XI A IPA at MA Miftahul Ulum Nagasari Congkop in the second semester of academic year 2021/2022, totaling 24 students. This research is quantitative research with regression correlation analysis technique using SPSS Version 26.0. Collecting data on metacognitive skills and creative thinking skills using a rubric that was integrated with an essay test. The results of this study indicated that there was a significant relationship between metacognitive skills and creative thinking skills. Results of the regression analysis showed a large R value of 0.616 which indicated that there was a strong relationship between metacognitive skills and creative thinking skills. The guided inquiry model is the recommended model in empowering metacognitive and creative thinking skills, especially in learning biology.
Implementation of Problem-Based Learning to Improve Biology Learning Outcomes of Grade XI-D Students at MAN 1 Pamekasan Sofyan Maulidi; Achmad Ali Fahmi; Moch Haikal; Linta Wafdan Hidayah; Husnol Khotimah
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 4 No. 1 (2026): April (2026)
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v4i1.118

Abstract

This classroom action research aimed to improve the cognitive learning outcomes of Grade XI-D students at MAN 1 Pamekasan through the implementation of the Problem-Based Learning (PBL) model in Biology instruction. The study employed the Kemmis and McTaggart action research model in two cycles involving 26 students. The action focused on Biology topics with comparable cognitive demands, namely the immune system and the endocrine system. Data were collected through learning outcome tests, observation sheets, field notes, and documentation. The test consisted of items representing cognitive levels C1-C4 and was assessed using a scoring rubric. Quantitative data were analyzed using descriptive statistics, mastery percentages, a paired-sample t-test, and Cohen's d. The mean score increased from 67.8 in Cycle I to 80.4 in Cycle II, while mastery increased from 53.8% (14 students) to 88.5% (23 students). The paired-sample t-test showed a significant improvement, t(25) = 4.97, p < 0.001, with a large effect size (d = 0.974). Classroom observations indicated improved participation after clearer instructions, role distribution, teacher scaffolding, and better time management in Cycle II. These findings indicate that PBL can improve Biology learning outcomes and support active, collaborative learning.
Optimising Biology Learning Outcomes of Grade X Students at MAN 1 Pamekasan through the Implementation of the Problem-Based Learning (PBL) Model Ida Firnanda; Mabrurotul Rosidah; Moch Haikal; Linta Wafdan Hidayah; Destha Ramadanty Prasutri
DIDAKTIKA : Jurnal Penelitian Tindakan Kelas Vol. 3 No. 2 (2025): October 2025
Publisher : Lombok Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63757/jptk.v3i2.119

Abstract

Low cognitive learning outcomes among students in Madrasah Aliyah continue to be a challenge for meaningful learning in biology. This study aimed to enhance the cognitive learning outcomes of Grade X students at MAN 1 Pamekasan by applying the Problem-Based Learning (PBL) model. This classroom action research employed the Kemmis and McTaggart model and was conducted in two cycles in one Grade X class at MAN 1 Pamekasan; each cycle consisted of planning, action, observation, and reflection stages. The research instruments were essay and short-answer tests covering cognitive domains C1 to C4. The results showed an increase in the students’ mean score from 72.8 in Cycle I to 81.7 in Cycle II. The percentage of learning mastery increased from 82.6% to 87.0%. A paired-sample t-test indicated a statistically significant improvement (t(22) = 2.64, p = 0.008) with a medium effect size (d = 0.549). These findings indicate that the PBL model is effective for improving students’ cognitive learning outcomes in Biology learning in madrasah aliyah.
Co-Authors Achmad Ali Fahmi Akhmad Fathir Destha Ramadanty Prasutri Husnol Khotimah Ida Firnanda Linda Tri Antika, Linda Tri Linta Wafdan Hidayah, Linta Wafdan Mabrurotul Rosidah Sofyan Maulidi Sukron Sukron