Hubungan Kemampuan Berpikir Kreatif dan Kesadaran Metakognitif terhadap Pemahaman Konsep Biologi Siswa SMA yang Menerapkan Project Based Learning (PjBL) Berbasis Aplikasi Miro.

Abstract

Understanding biological concepts is an essential component of science learning; however, students often experience difficulties due to learning processes that do not optimally engage higher-order thinking skills and metacognitive awareness. Creative thinking ability and metacognitive awareness are considered important factors that support meaningful learning, especially when integrated with student centered learning models such as Project-Based Learning (PjBL). The use of digital collaborative media, such as the Miro application, is expected to facilitate students’ thinking processes and learning reflection. This study aims to examine the relationship and contribusion between creative thinking ability and metacognitive awareness toward students’ understanding of biological concepts in PjBL assisted by the Miro application. The research employed a quantitative correlational design. The participants were 72 eleventh-grade science students at SMA Negeri 3 Jember in the academic year 2025/2026. Data were collected using a post-test to measure creative thinking ability and conceptual understanding, as well as a questionnaire to measure metacognitive awareness. Data analysis techniques included descriptive statistics, prerequisite tests (normality and linearity), Pearson correlation analysis, and multiple linear regression analysis. The results showed that creative thinking ability had a positive but weak correlation with students’ conceptual understanding (r = 0.254; p < 0.05), whereas metacognitive awareness had a very strong and significant positive correlation with conceptual understanding (r = 0.961; p < 0.05). Furthermore, the results of multiple regression analysis indicated that creative thinking ability and metacognitive awareness simultaneously contributed 92.5% to students’ conceptual understanding. Partially, metacognitive awareness had a significant effect on conceptual understanding, while creative thinking ability did not show a significant effect. These findings indicate that metacognitive awareness plays a dominant role in improving students’ understanding of biological concepts within PjBL assisted by the Miro application.