Is Metacognitive awareness correlated with collaboration in science class? Case study of ASICC learning model. Poppy Rahmatika Primandiri (a*), Mumun Nurmilawati (a), Sri Panca Setyawati (a), Zainal Afandi (a), Sulistiono (a), Siti Zubaidah (b), Agus Muji Santoso (a)
a) Universitas Nusantara PGRI Kediri
Jalan KH. Achmad Dahlan 76, Kota Kediri, East Java Indonesia
*poppyprimandiri[at]unpkediri.ac.id
b) FMIPA, Universitas Negeri Malang
Jalan Semarang 5, Kota Malang, East Java, Indonesia
Abstract
The results of a preliminary study reveal that the ASICC learning model can reduce the collaboration gap between students with different academic abilities. In theory, collaboration requires a strong mental awareness because it is one of form of students to meet learning needs when facing difficulties. This is one of the dimensions of metacognition. Therefore, this study aims to reveal the correlation between collaboration skills and metacognition. The research was carried out in three high schools in East Java by using quasi-experimental research with a non-equivalent pre-post test control group design. Metacognitive data was measured using the Metacognitive Awareness Inventory and collaboration was measured using the Collaboration Awareness Inventory. Both instruments were used at the beginning and at the end of the lesson both in the control class and experimental class (the class used the ASICC learning model). Simple correlation analysis was performed with SPSS after the data was declared homogeneous and normal. This research reveals that there is a positive correlation. However, the correlation between collaboration and metacognition was moderate (r=0,59). Further research is needed to uncover the factors that influence the collaboration of students with different academic abilities.
