Adaptability in biology classroom: A metacognitive discourse

Abstract

21st century force citizenship in the world to be able to adapt the fast charging. Therefore, adaptability can be urgent required skill that hope to be fostered in education. This paper outlines students' adaptability in Biology classroom employing visible metacognitive skill as learning framework. Student adaptability were measured from adaptive reasoning as a basic adaptability by ability to think logically about the relationship between concepts and situations, ability to reflect synthesis information, ability to explain and ability to provide proof of conclusions. In order to identify those indicator, this research administered mixed method approach with using test, questionnaire, and reflective essay. Interesting me, students showed high value differences in explaining (give supporting information) because at the monitoring stage, students conduct information from various sources and build new explanations. It make higher accurate level of understanding where students use different understandings to build new views. The other indicator showed low value differences. So, the next learning must balancing all indicator with concerning in giving learning task. Besides that, the reflective essays must be done in every metacognitive stage to know what students feel in each stage.