Discovering Learning Strategy to increase Metacognitive Knowledge on Biology Learning in Secondary School

Y. Herlanti, Y. Mardiati, Retno Wahyuningtyas, E. Mahardini, M. Iqbal, A. Sofyan


The study is aimed at finding an effective learning strategy that can increase metacognitive knowledge. Metacognitive knowledge is a standard that based on 2016-revised edition of 2013 curriculum needs to be achieved by every graduate in all level of education in Indonesia. The study is conducted in three different schools and engages 207 students, which then divided into six groups. The groups are students who study under mind mapping strategy, concept mapping, reciprocal teaching using summary notes, reciprocal teaching using mind mapping, problem-based learning, and investigation group. The results showed that those studying under problem-based learning strategy spent a significantly higher numbers in metacognitive knowledge in biology learning and followed by students who study under reciprocal teaching using mind mapping. According to the finding, it is expected that teachers of Biology will practice problem-based learning strategy in their classroom in order to increase the Metacognitive knowledge.


metacognitive knowledge, Group Investigation, Reciprocal Teaching, mind map, concept map, problem-based learning

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