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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
Article Number: | Pages: | | DOI:
Received: October 2, 2015 Accepted: October 23, 2015 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.
Keywords: Academic achievements, inquiry, metacognitive skills, scientific attitude.