The Effect of PDCA Metacognitive Learning Strategy (Preparing, Doing, Checking, Assessing and Following-Up) on Students^ Metacognitive Knowledge and Higher-Order Thinking Skills on Redox Reaction Topic
Hilda Rizky Akmalia, Parlan Parlan

UNIVERSITAS NEGERI MALANG

Abstract

Higher-order thinking skills help students to apply their knowledge to act according to their role in society. Based on the results of the Trends in International Mathematics and Science Study (TIMSS) which measures the student^s higher-order thinking skills, it shows that Indonesian students^ thinking skills level is very alarming. Therefore, efforts are needed to improve students^ higher-order thinking skills through classroom learning. This study aims to determine: (1) the effect of implementing PDCA metacognitive learning strategy on metacognitive knowledge and higher-order thinking skills of high school students, (2) the relationship between metacognitive knowledge and higher-order thinking skills of students. This research was conducted using a quasi-experimental design with pretest and posttest treatments. The research participants were 10th-grade students in a high school in Malang, Indonesia. Data was collected through higher-order thinking skills test instruments and the Metacognitive Awareness Inventory (MAI) questionnaire. The data analysis technique used is quantitative analysis. The results of this study showed that PDCA metacognitive learning strategy influences students^ higher-order thinking skills. It improves students^ higher-order thinking skills more effectively than an expository learning strategy. However, the effect of metacognitive strategy on students^ metacognitive knowledge can^t be determined. This study also found no relationship between metacognitive knowledge and students^ higher-order thinking skills.

Keywords: PDCA metacognitive learning strategy, metacognitive knowledge, higher order thinking skills, redox reaction

Topic: Chemistry Education