An Inquiry into Students’ Metacognition and Learning Achievement in a Blended Learning Design

Abstract

In blended learning, the borders between classroom and online learning have been blurred by technology. It is approximately applied in the fourth industrial revolution era such as higher education. This study is aimed to investigate the progression of undergraduate students' metacognition of blended learning and their achievement in the environmental chemistry course. Quantitative method was employed using a quasi-experiment, while applying a control design of non-equivalent post-tests group. The population was fifty-nine students in an environmental chemistry course at one of the public universities in Indonesia. Twenty-nine students were randomly selected to form the experimental class while the remaining thirty formed the control. The experimental class experienced blended learning, while the control had conventional learning. At the end of the course, the metacognition of both classes were analyzed with the Testlet instrument which measures their cognitive achievement. The result showed different progress regarding student’s metacognition. In addition, it showed the same trend caused by various factors, such as difference in learning experience and unpreparedness of students in blended learning.