A Study of Students’ Science Experiences with Metacognitive Learning Strategies in Indonesian Elementary Schools

Wahid Hasim; Ika Maryani; Bita Malana; Hendro Widodo; Sumaryati

doi:10.56741/ijlree.v4i01.876

Authors

Wahid Hasim Universitas Ahmad Dahlan
Ika Maryani
ika.maryani@pgsd.uad.ac.id
Universitas Ahmad Dahlan https://orcid.org/0000-0002-7154-2902
Bita Malana Muhammadiyah Mertosanan Elementary School
Hendro Widodo Universitas Ahmad Dahlan https://orcid.org/0000-0002-0936-0710
Sumaryati Universitas Ahmad Dahlan https://orcid.org/0000-0002-8015-8128

DOI:

https://doi.org/10.56741/ijlree.v4i01.876

Keywords:

Elementary School, Metacognitive Skills, Module, Science

Abstract

Students’ lack of learning awareness influences science learning loss in elementary schools due to poor metacognitive skills. Therefore, teachers need to facilitate the development of students’ metacognitive abilities, for example, by utilizing metacognition-based modules to provide an independent and engaging science education experience. The present study sought to develop a science module founded on metacognition principles, to facilitate autonomous and pleasurable learning for pupils in elementary school. We followed the research and development procedure to generate the module. A needs analysis was conducted to determine the demand for the metacognition-based module and identify student characteristics and learning challenges. The needs analysis data were collected via interviews and observation. The module was assessed by experts and tested for effectiveness through a one-group pretest-posttest experiment. The expert evaluation instrument and metacognition awareness inventory (MAI) were developed and validated. The expert validity score was determined using the Delphi technique. The qualitative data on expert judgment were analyzed descriptively, while the quantitative data on expert judgment were determined using the Aiken-V coefficient. Metacognition data were analyzed using the paired sample t-test. The expert validation score was high, indicating that the module was valid. The effectiveness test result using the t-test showed a significant difference in the study participants’ metacognitive skills before and after learning (sig = 0.000 or sig < 0.05). This study’s findings suggested that a metacognition-integrated module could facilitate the development of elementary school students’ metacognitive skills. Teachers as facilitators play a crucial role in providing instruction and assisting students in the classroom.

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Author Biographies

Wahid Hasim, Universitas Ahmad Dahlan

is a doctoral student in the Education Program at Universitas Ahmad Dahlan, Indonesia. He is also serving as the Vice Rector of STKIP Muhammadiyah OKU Timur, South Sumatera, where he plays a key role in academic and institutional development. His research primarily focuses on learning methodologies in elementary education, aiming to enhance teaching strategies and student engagement at the foundational level. With a strong commitment to educational improvement, he actively contributes to the advancement of learning models and pedagogical approaches in elementary schools. His academic and administrative experience positions him as a key figure in the development of teacher education and curriculum innovation. (email: wahidhasim@stkipmookut.ac.id).

Ika Maryani, Universitas Ahmad Dahlan

is an education scientist, senior lecturer, and member of Doctoral program of Education, Universitas Ahmad Dahlan. Her researches are about science education, learning and teaching, and teacher competences. She is an editor and reviewer in many reputable journals. She wrote books about differentiated learning, diagnostic assessment, HOTs, science education, metacognition, and encyclopedia for kids. (email: ika.maryani@pgsd.uad.ac.id).

Bita Malana, Muhammadiyah Mertosanan Elementary School

is a dedicated teacher at Muhammadiyah Mertosanan Elementary School. She holds a degree in Elementary School Teacher Education from Universitas Ahmad Dahlan, where she developed her expertise in primary education and teaching methodologies. Passionate about fostering young learners' development, she is committed to creating engaging and effective learning environments for her students. (email: bitamalana88@gmail.com).

Hendro Widodo, Universitas Ahmad Dahlan

is a senior lecturer of Doctoral Program of Education, Universitas Ahmad Dahlan. His research is about school management, classroom management, and transformative education. He wrote many books on school management, school culture, curriculum, evaluation, and liberating education. (email: hendro.widodo@pgsd.uad.ac.id).

Sumaryati, Universitas Ahmad Dahlan

is a professor of philosophy at Universitas Ahmad Dahlan and a senior lecturer in Pancasila and Citizenship Education. Her research focuses on anti-corruption education and character education, contributing to the development of ethical and responsible citizenship. Through her academic work, she aims to instill moral values and integrity in education. (email: sumaryati@ppkn.uad.ac.id).

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