Research Paper
Year: 2023 | Month: February | Volume: 10 | Issue: 2 | Pages: 580-587
DOI: https://doi.org/10.52403/ijrr.20230269
Metacognitive Thinking Ability and Mastery of Biology Concepts of Students in Regional Schools Coffee Plantations with Collaborative Learning
Suratno1, Senda Novita Sari2, Bea Hana3
1,2,3Department of Biology Education, Jember University, Indonesia
Corresponding Author: Suratno
ABSTRACT
Indonesia is one of the largest coffee producing countries in the world which is ranked 4th after Brazil, Colombia, and Vietnam. One of the coffee producing areas in Indonesia is Jember Regency, East Java. However, unfortunately education in plantation areas is said to have a low quality of education where existing facilities, facilities and infrastructure are less supportive and generally still apply teacher-focused learning or conventional learning which causes learning outcomes to be suboptimal. Therefore, teachers are expected to create learning activities that can increase student activity. One of them is collaborative learning. The purpose of this study was to determine the influence of the application of collaborative learning sharing levels and jumping tasks on metacognitive thinking skills and mastery of biology concepts of students in coffee plantation area schools. Research methods using quasi-experiments, by determining the experimental class and control class. The research design used is pretest-posttest control group design. The application of collaborative learning level sharing and jumping tasks involves students in an active learning process, so as to improve students' metacognitive thinking skills and mastery of biological concepts. The results of research conducted at MA Al- Hidayah showed that collaborative learning sharing levels and jumping tasks can improve metacognitive thinking skills and mastery of biological concepts. The results of the ANCOVA test analysis of students' metacognitive thinking ability and mastery of biology concepts showed a significance value of 0.000 or < 0.05 H0 rejected Ha was accepted. So it can be interpreted that the application of collaborative learning sharing levels and jumping tasks has a significant effect on students' metacognitive thinking ability and understanding of biology concepts.
Keywords: [Education, Collaborative Learning]
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