The relationship between metacognitive skill and students' cognitive learning outcomes using vee diagram-based learning in animal physiology module

Abstract

Metacognitive skill is acknowledged as one of the factors that can influence the cognitive learning. The link between metacognitive skill and cognitive learning outcomes can be investigated through the use of the specific instructional strategies. Thus, many previous studies had interested to scrutinise it. However, there has been little discussion on the relationship of metacognitive skill and cognitive learning outcome in learning Animal Physiology. This study is a correlational study that revealing the relationship metacognitive skill of student with the cognitive learning outcomes by Vee diagram as a learning strategy. The study was conducted for one semester. The population of this project was college student of Animal physiology FPMIPA UPI Bandung Indonesia, while the sample was single class that was taught by using Vee Diagram-based learning strategy. The findings highlight there is a relationship between metacognitive skill of college students with cognitive learning outcomes in the application of scientific learning. The regression equation based on the results of the data analysis is y = 0,493x + 20.37 with the reliability value of 0.529 which means the contribution of students' metacognitive skill on the cognitive learning is 52.9%, while 47.1% are other factors beyond metacognitive skill. In conclusion, the findings of this study indicate that students' metacognitive skill associated with the cognitive achievement in Vee-Diagram-based learning strategy in Animal Physiology module.