Open Inquiry with Learning Journal Promoting Metacognitive Skills and Retention of Students with Low Academic Achievements
- 10.2991/icamr-18.2019.69How to use a DOI?
- Metacognitive skills, retention, open inquiry, learning journal, and learning achievement
The expected skill to face the 21st century is the level of thinking that involves high order thinking concept known as metacognition, which is also believed as a notable predictor on retention. The purpose of this study is to investigate the effect of open inquiry model combined with a learning journal on metacognitive skills and retention of students with low and high learning achievement levels. This study was quasi-experimental research, using the equivalent post-test only with control group design. The subjects of the experiment comprised 60 eleventh grade students. The samples were randomly assigned in a 2 x 2 factorial design. Two learning models were compared: open inquiry and conventional models, and two learning achievement: high and low. The metacognitive skills and retention of students were measured by an essay test integrated with achievement test. The result of a 2-way ANOVA test confirmed that open inquiry with learning journal has a significant effect on metacognitive skills and retention of students with different learning achievement levels. Open inquiry with learning journal appears to be an effective strategy among students with high and low learning achievement levels.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Irwandi Rahmat AU - Skonchai Chanunan AU - Arsad Bahri PY - 2019/04 DA - 2019/04 TI - Open Inquiry with Learning Journal Promoting Metacognitive Skills and Retention of Students with Low Academic Achievements BT - Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018) PB - Atlantis Press SP - 277 EP - 281 SN - 2352-5398 UR - https://doi.org/10.2991/icamr-18.2019.69 DO - 10.2991/icamr-18.2019.69 ID - Rahmat2019/04 ER -