5E-Metacognitive Lesson Plan in Education: Development and Validation for Higher Secondary School Students

Venkateswar Meher; Dr. Rajashree Baral

doi:10.23887/ijerr.v5i1.44247

Authors

Venkateswar Meher IFTM University, Moradabad, Uttar Pradesh, India http://orcid.org/0000-0003-2741-410X
Dr. Rajashree Baral Govt. Women's College, Sambalpur, Odisha, India http://orcid.org/0000-0002-2342-6106

DOI:

https://doi.org/10.23887/ijerr.v5i1.44247

Keywords:

Metacognition, metacognitive interventions, 5E lesson plan, education, brainstorming, self-assessment, thinking aloud, concept mapping

Abstract

Metacognition is an individual's ability to apply, and experience previously acquired to operate knowledge related to learning. This study aimed to develop 5E metacognitive RPP (Engage, Explore, Explain, Elaborate, Evaluate) in education and validate 5E metacognitive RPP with expert judgment. This type of research is development research. The research subject is a content validity expert. The test subjects were students in high school. The methods used in collecting data are interviews and questionnaires. The instrument used to collect data is a questionnaire. Questionnaires are used to collect data in the form of data provided by experts. The technique used in analyzing the data is descriptive qualitative, and quantitative analysis. Content Validity Ratio (CVR) is used as a quantitative measure to understand the content validity of the developed lesson plans. The results of data analysis are based on feedback and comments from experts and students. The final lesson plans are prepared. The overall content validity ratio of the developed learning plan is 0.73. So, the CVR value ranges from 0.6 to 0.8, so it can be seen that the lesson plans have good content validity. It was concluded that it could be used to teach high school students.

Author Biographies

Venkateswar Meher, IFTM University, Moradabad, Uttar Pradesh, India

Dr. Venkateswar Meher is working as Assistant Professor at Department of Education in IFTM University, Moradabad, UP, India. He has published 14 research papers in reputed journals and presented 11 papers in conferences. His areas of specialization include Educational Psychology, Educational Sociology, Teacher Education and ICT in Education.

Dr. Rajashree Baral, Govt. Women's College, Sambalpur, Odisha, India

Dr. Rajashree Baral is working as Professor and Head, in the Department of Education, Government Women's College,
Sambalpur, Sambalpur-768001, Sambalpur, Odisha, India. She is having 29 years of teaching experience. She has published a
number of research articles in reputed National and International journals. She has presented a number of papers in National and International Seminars. Her area of specialization includes Educational Statistics, Educational Technology and Educational Research.

References

Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9). https://doi.org/10.1016/j.heliyon.2020.e04192.

Ahmad, I. (2018). Teacher Cognition and Grammar Teaching in the Saudi Arabian Context. English Language Teaching, 11(12), 45–57. https://doi.org/10.5539/elt.v11n12p45.

Akbari, M., Bahadori, M. H., Milan, B. B., Caselli, G., & Spada, M. M. (2021). Metacognitions as a predictor of online gaming in adolescents: Psychometric properties of the metacognitions about online gaming scale among Iranian adolescents. Addictive Behaviors, 118. https://doi.org/10.1016/j.addbeh.2021.106904.

Al-Azzemy, A. F. T., & Al-Jamal, D. A. H. (2019). Evaluating cognitive, metacognitive and social listening comprehension teaching strategies in Kuwaiti classrooms. Heliyon, 5(2). https://doi.org/10.1016/j.heliyon.2019.e01264.

Al-Harthy, I. S., Was, C. A., & Isaacson, R. M. (2010). Goals, efficacy and metacognitive self-regulation: A path analysis. International Journal of Education, 2(1). https://doi.org/10.5296/ije.v2i1.357.

Al-Samarraie, H., & Hurmuzan, S. (2018). A review of brainstorming techniques in higher education. Thinking Skills and Creativity, 27. https://doi.org/10.1016/j.tsc.2017.12.002.

Alqahtani, M. A. (2015). The effect of think-aloud strategy to improve reading comprehension of 6th-grade students in Saudi Arabia. Master’s Thesis, State University of New York.

Arsy, H. I., Prasetyo, A. P. B., & Subali, B. (2020). Predict-Observe-Explain Strategy with Group Investigation Effect on Students ’ Critical Thinking Skills and Learning Achievement. Journal of Primary Education, 9(1), 75–83. https://doi.org/10.15294/jpe.v9i1.29109.

Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48(4), 243–270. https://doi.org/10.1080/00461520.2013.838920.

Bilik, Ö., Kankaya, E. A., & Deveci, Z. (2020). Effects of web-based concept mapping education on students’ concept mapping and critical thinking skills: A double blind, randomized, controlled study. Nurse Education Today, 1(1). https://doi.org/10.1016/j.nedt.2019.104312.

Bybee, R. . (1993). Instructional model for science education in developing biological literacy.

Calafato, R. (2020). Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy. Lingua, 246, 102943. https://doi.org/10.1016/j.lingua.2020.102943.

Cigdemoglu, C., Arslan, H. O., & Cam, A. (2017). Argumentation to foster pre-service science teachers’ knowledge, competency, and attitude on the domains of chemical literacy of acids and bases. Chemistry Education Research and Practice, 18(2), 288–303. https://doi.org/10.1039/c6rp00167j.

Contreras, K., Arredondo, C., Díaz, C., Inostroza, M. J., & Strickland, B. (2020). Examining differences between pre- and in-service teachers’ cognition when lesson planning. System, 91. https://doi.org/10.1016/j.system.2020.102240.

Dike, J. W., Mumuni, A. A. O., & Worokwu, C. (2017). Metacognitive teaching strategies for secondary school students’ academic performance. International Journal of Computational Engineering Research, 7(1).

Filgona, J., Sababa, L. K., & Iyasco, M. D. (2016). Effect of brainstorming learning strategy on junior secondary school student’s academic achievement in social studies in Yola educational zone, Adamawa state, Nigeria. International Journal of Progressive Science and Technologies, 3(2). https://doi.org/10.9734/BJESBS/2016/29057.

Gandolfi, E., Soyturk, I., & Ferdig, R. E. (2021). Evaluating U.S. gamers’ metacognitions about digital entertainment: Validation of Metacognition about Online Gaming Scale in the U.S. context. Journal of Affective Disorders, 259. https://doi.org/10.1016/j.jad.2021.08.133.

Gawrycka, M., Kujawska, J., & Tomczak, M. T. (2021). Self-assessment of competencies of students and graduates participating in didactic projects – Case study. International Review of Economics Education, 36. https://doi.org/10.1016/j.iree.2020.100204.

Gong, Y., Hu, X., & Lai, C. (2018). Chinese as a second language teachers’ cognition in teaching intercultural communicative competence. System, 78. https://doi.org/10.1016/j.system.2018.09.009.

Gul, F., & Shehzad, S. (2012). Relationship between metacognition,goal orientation and academic achievement. Procedia - Social and Behavioral Sciences, 47, 1864–1868. https://doi.org/10.1016/j.sbspro.2012.06.914.

Güss, C. D. (2018). What is going through your mind? Thinking aloud as a method in cross-cultural psychology. Frontiers in Psychology, 9(AUG), 1–11. https://doi.org/10.3389/fpsyg.2018.01292.

Ikram, M., Purwanto, Parta, I. N., & Susanto, H. (2020). Exploring the potential role of reversible reasoning: Cognitive research on inverse function problems in mathematics. Journal for the Education of Gifted Young Scientists, 8(1), 591–611. https://doi.org/10.17478/jegys.665836.

Karam, S., Nagahi, M., Dayarathna (Nick), V. L., Ma, J., Jaradat, R., & Hamilton, M. (2020). Integrating systems thinking skills with multi-criteria decision-making technology to recruit employee candidates. Expert Systems with Applications, 160(113585), 1–16. https://doi.org/10.1016/j.eswa.2020.113585.

Kostyrka-Allchorne, K., Cooper, N. R., & Simpson, A. (2017). The relationship between television exposure and children’s cognition and behaviour: A systematic review. Developmental Review, 44, 19–58. https://doi.org/10.1016/j.dr.2016.12.002.

Koumy, A. S. A. (2017). Effects of student self-assessment on knowledge achievement and academic thinking. Educational Resources Information Centre. The USA. https://doi.org/10.2139/ssrn.2365149.

Loh, K., & Kanai, R. (2016). How has the Internet Reshaped Human Cognition? Neoruscientist, 1(1), 506–520. https://doi.org/10.1177/1073858415595005.

Lopez-Belmonte, J., Marin-Marin, J. A., Soler-Costa, R., & Moreno-Guerrero, A. J. (2020). Arduino Advances in Web of Science. A Scientific Mapping of Literary Production. IEEE Access, 8, 128674–128682. https://doi.org/10.1109/ACCESS.2020.3008572.

Marschark M, K. H. (2012). Educating deaf children: Language, cognition, and learning. Deafness and Education International, 14(1). https://doi.org/10.1179/1557069X12Y.0000000010.

Mauliate, H. D., Rahmat, A., & Wachidah, S. (2019). Evaluation the Lesson Plan of English Language Learning in Junior High School, Seraphine Bakti Utama West Jakarta. International Journal of Scientific Research and Management, 7(07), 1078–1086. https://doi.org/10.18535/ijsrm/v7i7.el02.

Meher, V., Baral, R., & Bhuyan, S. (2020). A meta-analysis on the effectiveness on the effectiveness of metacognitive strategies and interventions in teaching and learning. I-Managerial Journal on Educational Psychology, 14(4). https://doi.org/10.26634/jpsy.14.4.17969.

Memiş, A. D., & Kandemir, H. (2019). The Relationship Between the Study Habits and Attitudes and Metacognitive Reading Comprehension Self-Awareness, Reading Comprehension, Reading Attitudes. World Journal of Education, 9(4), 133. https://doi.org/10.5430/wje.v9n4p133.

Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2020). Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms. Computers & Education, 175. https://doi.org/10.1016/j.compedu.2021.104339.

Palennari, M. (2016). Exploring the correlation between metacognition and cognitive retention of students using some biology teaching. Journal of Baltic Science Education, 15(5), 617–629. https://doi.org/10.33225/jbse/16.15.617.

Royanto, L. R. (2012). The Effect of An Intervention Program based on Scaffolding to Improve Metacognitive Strategies in Reading: A Study of Year 3 Elementary School Students in Jakarta. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 1601–1609. https://doi.org/10.1016/j.sbspro.2012.12.105.

Sart, G. (2014). The Effects of the Development of Metacognition on Project-based Learning. Procedia - Social and Behavioral Sciences, 152, 131–136. https://doi.org/10.1016/j.sbspro.2014.09.169.

Schoenfeld, A. H. (2016). Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint). Journal of Education. https://doi.org/10.1177/002205741619600202.

Sholihin, M., Sari, R. C., Yuniarti, N., & Ilyana, S. (2020). A new way of teaching business ethics: The evaluation of virtual reality-based learning media. The International Journal of Management Education, 18(3). https://doi.org/10.1016/j.ijme.2020.100428.

Srinivasan, K. (2019). Snake and Ladder Games in Cognition Development on Students with Learning Difficulties. Indian Journal of Dental Advancements, 10(4), 160–170. https://doi.org/10.5866/2018.10.10160.

Sukarno, & Widdah, M. El. (2020). The Effect of Students’ Metacognition and Digital Literacy in Virtual Lectures During The Covid-19 Pandemic on Achievement in The “Methods and Strategies on Physics Learning” Course. Jurnal Pendidikan IPA Indonesia, 9(4), 477–488. https://doi.org/10.15294/jpii.v9i4.25332.

Tamboer, P., & Vorst, H. C. M. (2015). A new self-report inventory of dyslexia for students: criterion and construct validity. Dyslexia (Chichester, England), 21(1), 1–34. https://doi.org/10.1002/dys.1492.

Tsai, Y., Lin, C., Hong, J., & Tai, K. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121. https://doi.org/10.1016/j.compedu.2018.02.011.

Utami, D. (2015). Pengaruh Metode Brainstorming Terhadap Kemampuan Berpikir Kritis Pada Pembelajaran IPA. Jurnal Pendidikan Dasar, 6(2), 232. https://doi.org/10.21009/jpd.062.05.

Walkington, C., Woods, D., Nathan, M. J., Chelule, G., & Wang, M. (2019). Does restricting hand gestures impair mathematical reasoning? Learning and Instruction, 64. https://doi.org/10.1016/j.learninstruc.2019.101225.

Wu, T. T., & Wu, Y. T. (2020). Applying project-based learning and SCAMPER teaching strategies in engineering education to explore the influence of creativity on cognition, personal motivation, and personality traits. Thinking Skills and Creativity, 35(January), 100631. https://doi.org/10.1016/j.tsc.2020.100631.

Wu, W. H., Kao, H. Y., Wu, S. H., & Wei, C. W. (2019). Development and evaluation of affective domain using student’s feedback in entrepreneurial Massive Open Online Courses. Frontiers in Psychology, 10(MAY). https://doi.org/10.3389/fpsyg.2019.01109.

Yüksel, H. S., & Gündüz, N. (2017). Formative and Summative Assessment in Higher Education: Opinions and Practices of Instructors. European Journal of Education Studies, 3(8), 336–356. https://doi.org/10.5281/zenodo.832999.

Yusoff, Hisyam, M., Azra, A., & Fatimah. (2021). Metacognitives And Morals : The Qur ’ an As A Guide Research Article Metacognitives And Morals : The Qur ’ an As A Guide. Turkish Journal of Computer and Mathematics Education, 12(4), 659–664. https://doi.org/10.17762/turcomat.v12i4.550.

Yusuf, I., & Widyaningsih, S. W. (2020). Implementing e-learning-based virtual laboratory media to students’ metacognitive skills. International Journal of Emerging Technologies in Learning, 15(5). https://doi.org/10.3991/ijet.v15i05.12029.

Zabelina, D. L., & Silvia, P. J. (2020). Percolating ideas: The Effects of Caffeine on Creative Thinking and Problem Solving. Consciousness and Cognition, 79(February). https://doi.org/10.1016/j.concog.2020.102899.