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N Kristiani
H Susilo
F Rohman
DC Aloysius

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N Kristiani
H Susilo
F Rohman
DC Aloysius

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.2 (9), pp. 113-120 November, 2015
Available online at https://www.journalissues.org/IJEPRR/
DOI:http://dx.doi.org/10.15739/IJEPRR.020
Article ID:/15/EPRR/032/08 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.



Original Research Article

The contribution of students’ metacognitive skills and scientific attitude towards their academic achievements in biology learning implementing Thinking Empowerment by Questioning (TEQ) learning integrated with inquiry learning (TEQI)

Ninik Kristiani1, Herawati Susilo2, Fatchur Rohman2, and Duran Corebima Aloysius2*

1Graduate School, State University of Malang, Indonesia
2Biology Department, Faculty of Mathematics and Science, State University of Malang, Indonesia.

*Corresponding Author E-mail: durancorebima(at)yahoo.com



date Received: October 2, 2015     date Accepted: October 23, 2015     date Published: November 12, 2015


 Abstract

There is no research yet investigating the correlation between students’ metacognitive skills and scientific attitudes simultaneously towards their academic achievements in a class taught using TEQ learning integrated with inquiry   learning (TEQI). This   is   a   correlational   research   designed   to investigate the contribution of metacognitive skills and scientific attitudes towards academic achievements of higher secondary school students in Malang, Indonesia. Twenty-three students participated in this correlational study. The students’ metacognitive skills were measured by an essay test integrated with academic achievement measurement. The students’   scientific   attitudes   were   measured   with   a questionnaire.  The research results showed that metacognitive skills and scientific attitudes contributed 71.42% to students’ academic achievements. The    contribution    of    metacognitive    skills    towards    students’ academic achievements was much greater (61.93%) than that of scientific attitude (9.49%). Teachers should consider implementing a learning strategy which can empower students’ metacognitive skills.


Key words: Academic achievements, inquiry, metacognitive skills, scientific attitude.


Kristiani et al