The relationship between metacognitive and critical thinking abilities across three distinct learning approaches

Yatin Mulyono, Mujib Ubaidillah

Abstract


This research explores variations in the correlated regression equations. The findings demonstrate a connection between metacognitive capabilities and critical thinking skills. This study's sample consists of ninety science education students aged between nineteen and twenty-one. The students are divided into three groups, each receiving a different teaching technique. Data on metacognitive and critical thinking abilities were collected for each group. Regression analysis was employed to examine the relationship between metacognitive skills and critical thinking skills at a significance level of 0.05. Results show a significant association between metacognitive abilities and critical thinking skills across the three learning techniques, with distinct regression lines verified using ANOVA. The study suggests that these learning strategies influence the rate and extent of growth in critical thinking abilities in unique ways.

Full Text:

PDF

References


Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192

Acharya, S., Bhatt, A. N., Chakrabarti, A., Delhi, V. S., Diehl, J. C., van Andel, E., & Subra, R. (2021). Problem-based learning (PBL) in undergraduate education: design thinking to redesign courses. Design for Tomorrow—Volume 2: Proceedings of ICoRD 2021, 349–360. https://doi.org/https://doi.org/10.1007/978-981-16-0119-4_28

Akcaoğlu, M. Ö., Mor, E., & Külekçi, E. (2023). The mediating role of metacognitive awareness in the relationship between critical thinking and self-regulation. Thinking Skills and Creativity, 47, 101187. https://doi.org/https://doi.org/10.1016/j.tsc.2022.101187

Al-Gaseem, M., Bakkar, B., & Al-Zoubi, S. (2020). Metacognitive thinking skills among talented science education students. Journal for the Education of Gifted Young Scientists, 8(2), 897–904. https://doi.org/10.17478/JEGYS.707205

Albalhareth, A., & Alasmari, A. (2023). Metacognitive strategies implemented with d/Dhh students in upper elementary schools in Saudi Arabia. Thinking Skills and Creativity, 47, 101222. https://doi.org/https://doi.org/10.1016/j.tsc.2022.101222

Ali, N., Dhere, T. A., Bates, J. E., Lorenz, J. W., Janopaul-Naylor, J. R., Schlafstein, A. J., Patel, P. R., & Lin, J. Y. (2024). Integration of radiation oncology into the preclinical curriculum through problem-based learning. Practical Radiation Oncology, 14(1), e1–e8. https://doi.org/https://doi.org/10.1016/j.prro.2023.08.013

Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School Mathematics Teachers ’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic : The Case of Indonesia. 16(7).

Amin, A. M., Corebima, A. D., Zubaidah, S., & Mahanal, S. (2017). The critical thinking skills profile of preservice biology teachers in animal physiology. Advances in Social Science Education and Humanities Research, 128, 179–183. https://doi.org/https://doi.org/10.2991/icet-17.2017.30

Amin, A. M., Corebima, A. D., Zubaidah, S., & Mahanal, S. (2020). The correlation between metacognitive skills and critical thinking skills at the implementation of four different learning strategies in animal physiology lectures. European Journal of Educational Research, 9(1), 143–163. https://doi.org/10.12973/eu-jer.9.1.143

Amin, S., Sumarmi, Bachri, S., Susilo, S., & Bashith, A. (2020). The effect of problem-based hybrid learning (pbhl) models on spatial thinking ability and geography learning outcomes. International Journal of Emerging Technologies in Learning, 15(19), 83–94. https://doi.org/10.3991/ijet.v15i19.15729

Asy’ari, M., Fitriani, H., Zubaidah, S., & Mahanal, S. (2019). The science process skills of prospective biology teachers in plant cell material based on gender. International Journal of Emerging Technologies in Learning, 14(19), 168–178. https://doi.org/10.3991/ijet.v14i19.11208

Boye, E. S., & Agyei, D. D. (2023). Effectiveness of problem-based learning strategy in improving teaching and learning of mathematics for pre-service teachers in Ghana. Social Sciences & Humanities Open, 7(1), 100453. https://doi.org/https://doi.org/10.1016/j.ssaho.2023.100453

Bulut Ates, C., & Aktamis, H. (2024). Investigating the effects of creative educational modules blended with Cognitive Research Trust (CoRT) techniques and Problem Based Learning (PBL) on students’ scientific creativity skills and perceptions in science education. Thinking Skills and Creativity, 51, 101471. https://doi.org/https://doi.org/10.1016/j.tsc.2024.101471

Cakici, D. (2018). Mecognitive awereness and critical thinking abilities of pre-service EFL teachers. Journal of Education and Learning, 7(5), 116–129. https://doi.org/https://doi.org/10.5539/jel.v7n5p116

Chueh, H.-E., & Kao, C.-Y. (2024). Exploring the impact of integrating problem based learning and agile in the classroom on enhancing professional competence. Heliyon, 10(3), e24887. https://doi.org/https://doi.org/10.1016/j.heliyon.2024.e24887

Dang, N. ., Chiang, J. ., Brown, H. ., & McDonald, K. . (2018). Curricular activities that promote metacognitive skills impact lower-performing students in an introductory biology course. Journal of Microbiology & Biology Education, 19(1), 1–9. https://doi.org/https://doi.org/10.1128/jmbe.v19i1.1324.

Djamahar, R., Ristanto, R. H., Sartono, N., Ichsan, I. Z., Darmawan, E., & Muhlisin, A. (2019). Empowering student’s metacognitive skill through cirsa learning. Journal of Physics: Conference Series, 1227(1). https://doi.org/10.1088/1742-6596/1227/1/012001

Djumadi, D. (2021). Integrasi HOTS dalam Pembelajaran Digital di Era Society 5.0. In Prosiding SNPBS (Seminar Nasional Pendidikan Biologi Dan Saintek), 39–47.

Dwyer, C. P., & Walsh, A. (2020). An exploratory quantitative case study of critical thinking development through adult distance learning. Educational Technology Research and Development, 68(1), 17–35. https://doi.org/10.1007/s11423-019-09659-2

Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165–184. https://doi.org/10.1007/s11245-016-9401-4

Erikson, M. G., & Erikson, M. (2019). Learning outcomes and critical thinking–good intentions in conflict. Studies in Higher Education, 44(12), 2293–2303. https://doi.org/10.1080/03075079.2018.1486813

Flavell, J. H. (1976). Meta-cognition and cognitive monitoring: a new area of cognitive-development inquiry. American Psychologist, 34(10), 906–911. https://doi.org/https://doi.org/10.1037/0003-066X.34.10.906

Gholami, M., Moghadam, P. K., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., & Pour, A. H. H. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21. https://doi.org/https://doi.org/10.1016/j.nedt.2016.06.007

Goodsett, M. (2020). Best practices for teaching and assessing critical thinking in information literacy online learning objects. The Journal of Academic Librarianship, 46(5), 102163.

Gurcay, D., & Ferah, H. . (2018). High school students’ critical thinking related to their metacognitive self-regulation and physics self-efficacy beliefs. Journal of Education and Training Studies, 6(4), 125–130. https://doi.org/https://doi.org/10.11114/jets.v6i4.2980.

Hidajat, F. A. (2023). A comparison between problem-based conventional learning and creative problem-based learning on self-regulation skills: Experimental study. Heliyon, 9(9), e19512. https://doi.org/10.1016/j.heliyon.2023.e19512

Kardoyo, Nurkhin, A., Muhsin, & Pramusinto, H. (2020). Problem-based learning strategy: Its impact on students’ critical and creative thinking skills. European Journal of Educational Research, 9(3), 1141–1150. https://doi.org/10.12973/EU-JER.9.3.1141

Kinskey, M., & Zeidler, D. (2021). Elementary preservice teachers’ challenges in designing and implementing socioscientific issues-based lessons. Journal of Science Teacher Education, 32(3), 350–372. https://doi.org/10.1080/1046560X.2020.1826079

Kong, S.-C., Cheung, M.-Y. W., & Tsang, O. (2024). Developing an artificial intelligence literacy framework: Evaluation of a literacy course for senior secondary students using a project-based learning approach. Computers and Education: Artificial Intelligence, 6, 100214. https://doi.org/https://doi.org/10.1016/j.caeai.2024.100214

Kozikoglu, I. (2019). Investigating critical thinking in prospective teachers: metacognitive skills, problem solving skills and academic self and academic self-efficacy. Journal of Social Studies Education Research, 10(2), 111–130.

Ku, K. Y. L., Lee, V. S. L., & Ellis, J. W. (2017). Using artwork as problem context in generic critical thinking instruction: A strategy for thoughts. Thinking Skills and Creativity, 25, 53–59. https://doi.org/10.1016/j.tsc.2017.07.001

Kumar, V., Choudhary, S. K., & Singh, R. (2024). Environmental socio-scientific issues as contexts in developing scientific literacy in science education: A systematic literature review. Social Sciences and Humanities Open, 9(December 2023), 100765. https://doi.org/10.1016/j.ssaho.2023.100765

Kuvac, M., & Koc, I. (2019). The effect of problem-based learning on the metacognitive awareness of pre-service science teachers. Educational Studies, 45(5), 646–666. https://doi.org/10.1080/03055698.2018.1509783

Lai, E. R., & Viering, M. (2012). Assesing 21st century skill: Integrating research findings. National Council on Measurement in Education. Vancouver, BC: Pearson.

Le, H. Van, & Chong, S. L. (2024). The dynamics of critical thinking skills: a phenomenographic exploration from Malaysian and Vietnamese Undergraduates. Thinking Skills and Creativity, 51, 101445. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101445

Li, M., & Yuan, R. (2022). Enhancing students’ metacognitive development in higher education: A classroom-based inquiry. International Journal of Educational Research, 112, 101947. https://doi.org/https://doi.org/10.1016/j.ijer.2022.101947

Lin, Y. T. (2019). Impacts of a flipped classroom with a smart learning diagnosis system on students’ learning performance, perception, and problem solving ability in a software engineering course. In Computers in Human Behavior (Vol. 95). Elsevier B.V. https://doi.org/10.1016/j.chb.2018.11.036

Listiaji, P., Widianingrum, R. A., Saputri, A. A. I., & Rahman, N. F. A. (2022). PjBL model assisted by smartphone sensors to improve critical thinking skills of prospective science teachers. Indonesian Journal on Learning and Advanced Education (IJOLAE), 4(3), 246–256. https://doi.org/10.23917/ijolae.v4i3.18942

Littrell, S., Fugelsang, J. A., & Risko, E. F. (2024). The metacognitive abilities of narcissists: Individual differences between grandiose and vulnerable subtypes. Personality and Individual Differences, 221, 112570. https://doi.org/https://doi.org/10.1016/j.paid.2024.112570

Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID ‑ 19 pandemic and E ‑ learning : challenges and instructors. Journal of Computing in Higher Education, 34(1), 21–38. https://doi.org/10.1007/s12528-021-09274-2

Mansueto, G., Marino, C., Palmieri, S., Offredi, A., Sarracino, D., Sassaroli, S., Ruggiero, G. M., Spada, M. M., & Caselli, G. (2022). Difficulties in emotion regulation: The role of repetitive negative thinking and metacognitive beliefs. Journal of Affective Disorders, 308, 473–483. https://doi.org/https://doi.org/10.1016/j.jad.2022.04.086

Maor, R., Paz-Baruch, N., Grinshpan, N., Milman, A., Mevarech, Z.,

Levi, R., Shlomo, S., & Zion, M. (2023). Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills and Creativity, 50, 101425. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101425

Marantika, J. E. R. (2021). Metacognitive ability and autonomous learning strategy in improving learning outcomes. Journal of Education and Learning (EduLearn), 15(1), 88–96.

Maskur, R., Sumarno, Rahmawati, Y., Pradana, K., Syazali, M., Septian, A., & Palupi, E. K. (2020). The effectiveness of problem based learning and aptitude treatment interaction in improving mathematical creative thinking skills on curriculum 2013. European Journal of Educational Research, 9(1), 375–383. https://doi.org/10.12973/eu-jer.9.1.375

Memduhoğlu, H. B., & Keleş, E. (2016). Evaluation of the relation between critical-thinking tendency and problem-solving skills of pre-service teachers. Journal of Educational Sciences Research, 6(2), 75–94. https://doi.org/10.12973/jesr.2016.62.5

Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2), e24280. https://doi.org/https://doi.org/10.1016/j.heliyon.2024.e24280

Mitsea, E., Drigas, A., & Skianis, C. (2022). Metacognition in autism spectrum disorder: digital technologies in metacognitive skills training. . . Technium Soc. Sci. J, 31, 153.

Mizumoto, A. (2023). Data-driven Learning Meets Generative AI: Introducing the Framework of Metacognitive Resource Use. Applied Corpus Linguistics, 3(3), 100074. https://doi.org/https://doi.org/10.1016/j.acorp.2023.100074

Mohammadi, R. R., Saeidi, M., & Abdollahi, A. (2023). Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study. System, 117, 103120. https://doi.org/https://doi.org/10.1016/j.system.2023.103120

Moslemi Nezhad Arani, S., Zarei, A. A., & Sarani, A. (2023). Problem-based language learning: Why Aren’t teachers using it? Social Sciences & Humanities Open, 8(1), 100668. https://doi.org/https://doi.org/10.1016/j.ssaho.2023.100668

Muhlisin, A., Susilo, H., Amin, M., & Rochman, F. (2016). Analisis keterampilan metakognitif ditinjau dari kemampuan akademik berbeda pada perkuliahan konsep dasar IPA [Analysis of metacognitive skills viewed from different academic capabilities in basic science course]. Proceeding of National Conference Presented by FMIPA Unesa.

Mulyono, Y. (2018). Critical thinking skills of physics education students through CTL-based fundamental biology. In Science, Engineering, Education, and Development Studies (SEEDS): Conference Series, 2.(1).

Mulyono, Y., Suranto, Yamtinah, S., & Sarwanto. (2023). Development of Critical and Creative Thinking Skills Instruments Based on Environmental Socio-Scientific Issues. 16(3), 691–710.

Persky, A. M., Medina, M. S., & Castleberry, A. N. (2019). Developing critical thinking skills in pharmacy students. American Journal of Pharmaceutical Education, 83(2), 161–170. https://doi.org/10.5688/ajpe7033

Pursitasari, I. D., Suhardi, E., Putra, A. P., & Rachman, I. (2020). Enhancement of student’s critical thinking skill through science context-based inquiry learning. Jurnal Pendidikan IPA Indonesia, 9(1), 97–105. https://doi.org/10.15294/jpii.v9i1.21884

Qamariyah, S. N., Rahayu, S., Fajaroh, F., & Alsulami, N. M. (2021). The effect of implementation of inquiry-based learning with socio-scientific issues on students’ higher-order thinking skills. Journal of Science Learning, 4(3), 210–218. https://doi.org/10.17509/jsl.v4i3.30863

Regmi, K., & Jones, L. (2020). A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. 6.

Rezai, A., Namaziandost, E., & Rahimi, S. (2022). Developmental potential of self-assessment reports for high school students’ writing skills: A qualitative study. Teaching English as a Second Language Quarterly, 41(2), 163–203. https://doi.org/10.22099/TESL.2022.42670.3082

Rombout, F., Schuitema, J. A., & Volman, M. L. L. (2021). Teachers’ implementation and evaluation of design principles for value-loaded critical thinking. International Journal of Educational Research, 106, 101731. https://doi.org/https://doi.org/10.1016/j.ijer.2021.101731

Santos-Meneses, L. F., Pashchenko, T., & Mikhailova, A. (2023). Critical thinking in the context of adult learning through PBL and e-learning: A course framework. Thinking Skills and Creativity, 49, 101358. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101358

Semerci, Ç., & Elaldi, Ş. (2014). Semerci, Ç., & ELALDI, Ş. (2014). The roles of metacognitive beliefs in developing critical thinking skills (eleştirel düşünme becerilerinin gelişiminde üstbilişsel inançların rolü. bartın University Journal of Faculty of Education, 3(2), 317–333. https://doi.org/10.14686/BUEFAD.201428187

Shutaleva, A., Martyushev, N., Nikonova, Z., Irina, S., Bovkun, A., & Kerimov, A. (2021). Critical thinking in media sphere: Attitude of university teachers to fake news and its impact on the teaching. Journal of Management Information and Decision …, 1(October), 1–12.

Simamora, R. E., & Saragih, S. (2019). Improving students’ mathematical problem solving ability and self-efficacy through guided discovery learning in local culture context. International Electronic Journal of Mathematics Education, 14(1), 61–72. https://doi.org/https://doi.org/10.12973/iejme/3966

Simonovic, B., Vione, K., Stupple, E., & Doherty, A. (2023). It is not what you think it is how you think: A critical thinking intervention enhances argumentation, analytic thinking and metacognitive sensitivity. Thinking Skills and Creativity, 49, 101362. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101362

Sjöström, J., & Eilks, I. (2018). Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung. 65–88. https://doi.org/10.1007/978-3-319-66659-4_4

Srikan, P., Pimdee, P., Leekitchwatana, P., & Narabin, A. (2021). A problem-based learning (pbl) and teaching model using a cloud-based constructivist learning environment to enhance thai undergraduate creative thinking and digital media skills. International Journal of Interactive Mobile Technologies, 15(22), 68–83. https://doi.org/10.3991/IJIM.V15I22.24963

Stupple, E. J. N., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. Y. F., & Aubeeluck, A. V. (2017). Development of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, 91–100. https://doi.org/10.1016/j.tsc.2016.11.007

Su, H. F., Ricci, F. A., & Mnatsakanian, M. (2016). Mathematical teaching strategies: Pathways to critical thinking and metacognition. International Journal of Research in Education and Science (IJRES), 2(1), 190–200. https://doi.org/https://doi.org/10.21890/ijres.57796

Sulistyanto, H., Anif, S., Narimo, S., Sutopo, A., Izzul Haq, M., & Abdul Nasir Zakaria, G. (2022). Education application testing perspective to empower students’ higher order thinking skills related to the concept of adaptive learning media. Indonesian Journal on Learning and Advanced Education, 4(3), 257–271. https://doi.org/10.23917/ijolae.v4i3.19432

Sutiyatno, S., & Sukarno. (2019). A survey study: The correlation between metacognitive strategies and reading achievement. Theory and Practice in Language Studies, 9(4), 438–444. https://doi.org/10.17507/tpls.0904.11

Tachie, S. A., & Molepo, J. M. (2019). Exploring teachers’ meta-cognitive skills in mathematics classes in selected rural primary schools in Eastern Cape, South Africa. Africa Education Review, 16(2), 143–161. https://doi.org/https://doi.org/10.1080/18146627.2017.1384700

Takarroucht, K. (2022). The effect of self-assessment on the development of EFL writing self-efficacy: a case of algerian higher education. International Journal of Language Education, 6(2), 157–168. https://doi.org/10.26858/ijole.v6i2.22065

Taki, M., Soheili-Fard, F., Rohani, A., Chen, G., & Yildizhan, H. (2018). Life cycle assessment to compare the environmental impacts of different wheat production systems. Journal of Cleaner Production, 197, 195–207. https://doi.org/10.1016/j.jclepro.2018.06.173

Triyanti, M. (2022). Pengaruh problem based learning berbasis blended learning terhadap kemampuan berpikir kritis, literasi sains, dan motivasi belajar siswa di SMA Negeri 4 Rejang Lebong. LJSE: Linggau Journal Science Education, 2(1), 67–76.

Tsamago, H., & Bayaga, A. (2023). The effect of self-organized learning environments (SOLEs) pedagogy on the different aspects of learners’ metacognitive skills in the Physical Sciences classroom. Heliyon, 9(10), e20896. https://doi.org/https://doi.org/10.1016/j.heliyon.2023.e20896

Urban, K., & Urban, M. (2023). How can we measure metacognition in creative problem-solving? Standardization of the MCPS scale. Thinking Skills and Creativity, 49, 101345. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101345

Uzuntiryaki-Kondakci, E., & Capa-Aydin, Y. (2013). Predicting critical thinking skills of university students through metacognitive self-regulation skills and chemistry self-efficacy. Educational Sciences: Theory and Practice, 13(1), 666–670.

Vasu, K. A., Mei Fung, Y., Nimehchisalem, V., & Md Rashid, S. (2020). Self-regulated learning development in undergraduate ESL writing classrooms: teacher feedback versus self-assessment. RELC Journal. https://doi.org/10.1177/0033688220957782

Warni, Sunyono, & Rosidin. (2018). Measuring metacognitive ability based on science literacy in dynamic electricity topic Measuring metacognitive ability based on science literacy in dynamic electricity topic. Journal of Physics: Conference Series, 948, 012041. https://doi.org/https://doi.org/10.1088/1742-6596/948/1/012041

Yalaki, Y. (2016). Improving university students’ science-technology-society-environment competencies. International Journal Of Progressive Education, 12(1), 90–98.

Yap, S. F. (2019). Interface between science and faith values in movies with a focus on the use of socio-scientific issues (SSI) in an australian christian college. In In Science and Religion in Education (pp. 239–258). Springer.

Yassin, E. (2024). Examining the relation of open thinking, critical thinking, metacognitive skills and usage frequency of open educational resources among high school students. Thinking Skills and Creativity, 101506. https://doi.org/https://doi.org/10.1016/j.tsc.2024.101506

Yüce, E., Kruk, M., & Derakhshan, A. (2023). Metacognitive knowledge and openness to diversity and challenge among Turkish pre-service EFL teachers: The mediating role of creative self-efficacy. Thinking Skills and Creativity, 50, 101386. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101386

Yuliarti, Y., Suwandi, S., Andayani, A., & Sumarwati, S. (2023). Learning model inquiry-based local wisdom dilemmas stories and their effects on critical thinking and scientific writing abilities. International Journal of Learning, Teaching and Educational Research, 22(5). https://doi.org/https://doi.org/10.26803/ijlter.22.5.27

Yustina, Mahadi, I., Ariska, D., Arnentis, & Darmadi. (2022). The effect of e-learning based on the problem-based learning model on students’ creative thinking skills during the covid-19 pandemic. International Journal of Instruction, 15(2), 329–348. https://doi.org/10.29333/iji.2022.15219a




DOI: http://dx.doi.org/10.21043/thabiea.v7i1.25906

Refbacks

  • There are currently no refbacks.