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All Journal Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan
Bea Hana Siswati
Department of Biology Education, Faculty of Education, Universitas Jember, Jember, East Java
Education

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Investigating the relationship between metacognitive and critical thinking skills in preservice teachers: Insights from predict-observe-explain and direct instruction learning models Shefa Dwijayanti Ramadani; Bea Hana Siswati; Serafica Btari Christiyani Kusumaningrum
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 7, No 3 (2025): October 2025
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v7i3.23591

Abstract

Metacognitive and critical thinking skills are widely recognized as essential components of higher-order thinking and play a key role in supporting academic success and lifelong learning. However, research exploring the interplay between these skills has often been conducted partially. This study aims to: (1) investigate the relationship between metacognitive and critical thinking skills within the active learning strategy Predict-Observe-Explain (POE) and direct instruction learning models (DI); and (2) analyze differences in the metacognitive and critical thinking skills scores of students taught with POE and DI learning strategies. A quantitative research method with a correlational design was used in this study. Data were collected from essay tests integrated with metacognitive and critical thinking skills rubrics at the end of the implementation of learning in classes that apply POE and DI. The data obtained were then analyzed using regression and t-tests. The results indicate a positive, strong, and significant relationship between metacognitive skills and critical thinking in both learning models. Additionally, the average critical thinking scores were significantly higher in the POE model than in DI, while there was no significant difference in students’ metacognitive skills. These findings suggest that constructivist-based POE learning can effectively promote critical thinking. Consequently, educators are encouraged to incorporate POE into instructional practices to support the development of metacognitive and thinking skills among students.Abstrak. Keterampilan metakognitif dan berpikir kritis telah dikenal luas sebagai komponen penting dari kemampuan berpikir tingkat tinggi, serta memiliki peranan kunci untuk mendukung keberhasilan akademis maupun kemampuan belajar sepanjang hayat. Akan tetapi, penelitian yang mengeksplorasi interaksi antara keterampilan ini sering kali dilakukan secara parsial. Penelitian bertujuan untuk mengkaji hubungan antara keterampilan metakognitif dan berpikir kritis pada strategi pembelajaran aktif Predict-Observe-Explain (POE) dan pembelajaran langsung (DI), serta membandingkan efektivitas kedua strategi pembelajaran dalam menumbuhkan keterampilan tersebut. Metode penelitian eksperimental dengan desain korelasional digunakan dalam penelitian ini. Data dikumpulkan dari tes esai yang diintegrasikan dengan rubrik keterampilan metakognitif dan berpikir kritis pada akhir pelaksanaan pembelajaran di kelas yang menerapkan POE dan pembelajaran langsung. Data yang diperoleh kemudian dianalisis menggunakan regresi dan uji-t. Hasil penelitian menunjukkan bahwa terdapat hubungan yang positif, kuat, dan signifikan antara keterampilan metakognitif dan berpikir kritis pada implementasi kedua model pembelajaran. Adapun rerata skor keterampilan berpikir kritis secara signifikan lebih tinggi pada pembelajaran yang menerapkan POE dibandingkan model pembelajaran langsung, sementara keterampilan metakognitif mahasiswa tidak berbeda signifikan. Temuan ini menunjukkan bahwa strategi POE yang berbasis konstruktivisme dapat secara efektif meningkatkan pemikiran kritis. Oleh karenanya, pendidik diharapkan untuk mengintegrasikan POE ke dalam praktik pengajaran untuk mendukung pengembangan keterampilan metakognitif dan berpikir kritis siswa.
Enhancing critical thinking and cognitive achievement through nearpod-assisted inquiry learning in senior high school biology Bea Hana Siswati; Meirica Eradea; Bevo Wahono; Hikmah Buroidah; Ika Sukmawati; Mohamed Izzat bin Mohamed Khalil
BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan Vol 8, No 2 (2026): June 2026
Publisher : Master Program of Biology Education, Universitas Lambung Mangkurat, Banjarmasin, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bino.v8i2.25267

Abstract

Developing students’ critical thinking skills and cognitive learning outcomes remains a challenge in biology education, particularly in classrooms where teacher-centered instruction predominates. Although inquiry-based learning is effective in enhancing higher-order thinking skills, its implementation is often hindered by low student engagement and limited use of instructional media. This study aimed to investigate the effect of Nearpod-assisted inquiry learning on senior high school students’ critical thinking skills and cognitive learning outcomes in biology. In this study, a quasi-experimental non-equivalent control group design study was adopted and two intact classes in eleventh grade were involved. The experimental group was taught by inquiry learning with Nearpod integration and the control group was taught by traditional teaching. Pre- and post-test data were gathered through standardised essay tests on critical thinking and cognitive achievement and were analyzed by means of analysis of covariance. The findings revealed that students in the experimental group achieved significantly higher critical thinking skills (F = 4.106, p = .048) and cognitive learning outcomes (F = 21.675, p < .001) than those in the control group after controlling for pretest scores. These findings indicate that interactive digital platforms in inquiry-based learning can increase student engagement, facilitate scientific reasoning, and support better learning outcomes. This study confirms the potential of technology-enhanced inquiry-based learning to foster meaningful biology learning in various school contexts.Abstrak. Pengembangan keterampilan berpikir kritis dan hasil belajar kognitif siswa masih menjadi tantangan dalam pendidikan biologi, terutama pada kelas yang didominasi pembelajaran berpusat pada guru. Meskipun pembelajaran berbasis inkuiri efektif meningkatkan keterampilan berpikir tingkat tinggi, implementasinya sering terkendala oleh rendahnya keterlibatan siswa dan pemanfaatan media pembelajaran. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran inkuiri berbantuan Nearpod terhadap keterampilan berpikir kritis dan hasil belajar kognitif siswa SMA pada mata pelajaran biologi. Penelitian ini menggunakan desain kuasi-eksperimen dengan kelompok kontrol nonekuivalen yang melibatkan dua kelas XI. Kelas eksperimen memperoleh pembelajaran inkuiri yang terintegrasi dengan Nearpod, sedangkan kelas kontrol mengikuti pembelajaran reguler yang diterapkan di sekolah. Data pretest dan posttest dikumpulkan melalui tes esai terstandar yang mengukur keterampilan berpikir kritis dan hasil belajar kognitif, kemudian dianalisis menggunakan analisis kovarian (ANCOVA). Hasil penelitian menunjukkan bahwa siswa pada kelompok eksperimen memperoleh keterampilan berpikir kritis yang secara signifikan lebih tinggi (F = 4,106; p = 0,048) serta hasil belajar kognitif yang lebih baik (F = 21,675; p < 0,001) dibandingkan kelompok kontrol setelah mengontrol skor pretest. Temuan ini menunjukkan bahwa platform digital interaktif dalam pembelajaran berbasis inkuiri dapat meningkatkan keterlibatan siswa, memfasilitasi penalaran ilmiah, dan mendukung hasil belajar yang lebih baik. Penelitian ini menegaskan potensi pembelajaran inkuiri berbantuan teknologi untuk mewujudkan pembelajaran biologi yang bermakna di berbagai konteks sekolah.
Co-Authors Bevo Wahono Hikmah Buroidah Ika Sukmawati Meirica Eradea Mohamed Izzat bin Mohamed Khalil Serafica Btari Christiyani Kusumaningrum Shefa Dwijayanti Ramadani