| Title: |
Problem-Based Learning with Metacognitive Prompts for Enhancing Argumentation and Critical Thinking of Secondary School Students |
| Language: |
English |
| Authors: |
Marthaliakirana, Angsoka Dwipayana (ORCID 0000-0003-3887-9308); Suwono, Hadi (ORCID 0000-0001-6134-821X); Saefi, Muhammad (ORCID 0000-0001-7851-4261); Gofur, Abdul (ORCID 0000-0002-9389-7536) |
| Source: |
EURASIA Journal of Mathematics, Science and Technology Education. 2022 18(9). |
| Availability: |
Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Secondary Education; Grade 11; High Schools |
| Descriptors: |
Secondary School Students; Grade 11; Problem Based Learning; Metacognition; Prompting; Critical Thinking; Thinking Skills; Persuasive Discourse; Skill Development; Instructional Effectiveness; Science Instruction |
| ISSN: |
1305-8215; 1305-8223 |
| Abstract: |
Science education in the 21st century emphasizes the development of argumentation and critical thinking (CT) skills for socioscientific issues (SSIs), which students can also apply to any subject, such as biology. This study aimed to determine the effect of problem-based learning with metacognitive prompts (M-PBL) on students' argumentation and CT. This study employed a quasiexperimental design using a pre- and post-test non-equivalent control group. A total of 121 11thgrade students majoring in science and biology participated in this study. Participants were divided into three groups and were tested under different PBL: (1) M-PBL, 23 males and 22 females; (2) H-PBL (high-intensity problem-based learning), 15 males and 20 females; and (3) LPBL (low-intensity problem-based learning), 26 males and 15 females. Argumentation and CT skills in M-PBL were compared with H-PBL and L-PBL. Results show that students engaging in M-PBL biology learning had higher levels of argumentation and CT skills. Students' argumentation and CT skills were significantly improved through M-PBL, and thus should be considered by teachers when restructuring lessons in a problem-solving class setting. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1359462 |
| Database: |
ERIC |