The Impact of Integrated and Separate Meta-Affective and Meta-Cognitive-Based Training on Students Creating New Value in Science Learning
Lilit Rusyati*1, Nuryani Y. Rustaman1, Ari Widodo1, Minsu Ha2

1Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia,
Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia

2Biology Education, Department of Biology Education, Seoul National University,
1 Gwanak-ro, Gwanak-gu, Seoul 08826, Republic of Korea

Abstract

New sources of growth are urgently needed in order to achieve stronger, more inclusive, and more sustainable development. Students must be able to think creatively to create new goods and services, new processes and procedures, new ways of thinking and living, and new social models. This study uses The Static-Group Pretest-Posttest Design. There are 50 students in integrated training and 50 students in separate training who are in the 7th, 8th, and 9th grades. Teachers frequently guide students in the use of meta-affective and meta-cognitive strategies during the science learning process in integrated training, whereas researchers train students in the interpretation and independent use of meta-affective and meta-cognitive strategies during separate science learning. The instrument used was a questionnaire with five Likert scales (1 = not at all typical of me, 2 = not very typical of me, 3 = somewhat typical of me, 4 = fairly typical of me, and 5 = very typical of me). There are four indicators of creating new value competencies: adaptability, creativity, curiosity, and open-mindedness. The results show that all indicators have positive changes in separate meta-affective and meta-cognitive-based training except the adaptability indicator in integrated training. The implication is that junior high school students adaptability requires the assistance of teachers, particularly in the way that teachers encourage students to dare to offer new ideas and solutions. Students adapt to different learning styles that are facilitated by teachers, and this has an effect on students ability to adapt how they are flexible when studying even different science topics.

Keywords: Creating new value, Integrated training, Meta-affective, Meta-cognitive, Separate training

Topic: Science Education