The Analysis of Metacognitive in Biology Lesson to Senior High School Students with Different Learning Interest

Abstract

Biology is a science with a broad scope and provides learning experiences that encourage students to become independent learners. Interest and development of thinking skills are needed in learning. Metacognitive is an important aspect of achieving learning competence and building a student’s character as an independent learner. Metacognitive motivates the students to have awareness of something they know and about something they don’t. This research aims to analyze the metacognitive of the science and the social students in biology lessons, and to compare the metacognitive of those different students. This research was conducted at high schools in Jember. This research was a qualitative descriptive research by using mix methods (combine the qualitative and quantitative approach). Qualitative data were descriptive and they were based on observations to students whereas the quantitative data were based on the results of the Metacognitive Awareness Inventory (MAI) test. There was two MAI indicators used in this research, knowledge about cognition and regulation of cognition. The result of this research showed that the metacognitive average of science students was 64.6785, meanwhile the social students reached 56,3533, which means the metacognitive of science students was 17% higher than social students.