E. Erlin, A. Rahmat, S. Rejeki
The purpose of this research was to examine the influence of metacognitive regulation strategy to improve students' achievement in microbiology learning. The method used was Quasi-Experimental. Participants of this study were 27 students from Biology Education in a university in West Java. There were two classes used in this research, namely the class using metacognitive regulation strategies as an experimental class consisting of 14 students and the non-metacognitive regulation strategies class as a control consisting of 13 students. In the experimental class, discussion was assisted with questions about subject matters. The instrument was used consist of the concept mastery test and self-reflection questionnaire. Data were analyzed by Analysis of Variance. The results of this research showed that there were differences in student achievement between metacognitive regulation and non-metacognitive regulation strategies. Students who learned with metacognitive regulation strategies was obtained high moderate criteria score (g = 0.59), while students who learned with non-metacognitive regulation strategies were obtained low of criteria score (g = 0.26). Study on self-reflection after carrying out the test obtained the following results: aspects related to the use of learning resources (21%), time management (29%), learning behavior (36%), attending and concentration in learning (14%). The implementation of the metacognitive regulation strategy was significantly effective to improve academic achievement in a microbiology course, so this strategy is an innovation in learning. © Published under licence by IOP Publishing Ltd.
Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia; Departemen Pendidikan Biologi, Fakultas Keguruan Dan Ilmu Pendidikan Universitas Galuh, Jl. RE Martadinata No. 150, Ciamis, 46215, Indonesia
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