OIDDE Learning Models on Metacognitive Skills and Cognitive Learning Outcomes of Man 1 Bulukumba Students

Sartina Sartina, Jamilah Jamilah, Suarga Suarga, Eka Damayanti


Metacognitive skills can make students aware of planning, controlling the process, evaluating, and reflecting, including assessing their weaknesses and strengths. Thus having high metacognitive skills can have high cognitive learning outcomes as well. The OIDDE learning model can improve metacognitive skills, which positively correlate with learning outcomes. This study aims to determine the effect of the OIDDE Learning Model on Metacognitive Skills and Cognitive Learning Outcomes in Biology Subjects of Students in MAN 1 Bulukumba. This study used a quasi-experimental design with a non-equivalent control group. The population comprises 86 students from MAN 1 Bulukumba class XI, 56 of whom were randomly selected using the purposive selection technique. The descriptive and inferential data analysis techniques used were the preconditioning test and the Polled variance t-test. Based on the results of the data analysis, the student's metacognitive skills average pre-test was 67.87, and the post-test was 83.5. The learning outcome of the student's pre-test was 63.33, and the post-test was 88.23. The t-test of the Polled variance showed a value of F = 7.48 of 56 and sig. (2-tailed) or p-was 0.029<0.05. It may be inferred that the OIDDE learning model affects students in MAN 1 Bulukumba's metacognitive capabilities and learning outcomes in biology subjects.

 Keywords: OIDDE learning models, metacognitive skills, learning outcomes



OIDDE Learning Models; Metacognitive Skills, Learning Outcomes

Full Text:



Adnan, & Bahri, A. (2018). Beyond effective teaching: Enhancing students’ metacognitive skill through guided inquiry. Journal of Physics: Conference Series, 954. https://doi.org/10.1088/1742-6596/954/1/012022

Atika. I Made Sudana, and Basyirun. (2017). Gap Analysis of Implementation of Process Standards in Productive Learning in SMK. Journal of Vocational and Career Educational. 2 (1): 10-12.

Bahri Arsad, S. Pd., M. Pd. (2015). Empowerment of Metacognitive Skills and Student Character Development through Problem Based Learning (PBL) Learning Strategies Combined with Reading, Questioning, And Answering (RQA) in Basic Biology Lectures. Thesis. Published. Malang: State University of Malang.

Bahri, A. & Corebima. (2015). The Contribution of Learning Motivation and Metacognitive Skill on Cognitive Learning Outcome of Students within Different Learning Strategies. Journal of Baltic Science Education. 14 (4): 478.

Camahalan. F.M.G. (2000). Effects of Self Regulated Learning on Mathematics Achievement of Selected Southeast Asian Children. Journal of Instructional Psychology. 33 (3): 197.

Cresswel, J. W. (2015). Penelitian Kualitatif & Desain Riset. Yogyakarta: Pustaka Pelajar.

Depdiknas. (2006). Permendiknas No. 22 Tahun 2006 tentang Standar Isi. Jakarta: Departemen Pendidikan Nasional (Depdiknas).

Ernanda, M., Suharsono, Triyanto, S. A. (2022). The Effect of Implementing Problem-Based Learning in Lesson Study on Students’ Critical Thinking Skills. Bioedukasi: Jurnal Pendidikan Biologi, 15(2). 112-125. https://dx.doi.org/10.20961/bioedukasi-uns.v15i2.61383

Freire, P. (2000). Politics of Education: Culture. Power. and Liberation. Yogyakarta: Student Libraries and Read.

Hudha. A. M., Amen. M., Bambang. S., & Akbar. S. (2018). Examine learning models and their syntax as an effort to develop "OIDDE" learning models. JPBI: Indonesian Journal of Biology Education. 2 (2): 115-117.

Husamah. Diani Fatmawati and Dwi Styawan. (2018). OIDDE Learning Model in Environmental Subjects to Improve Critical Thinking Skills of Prospective Biology Teacher Students. Journal of Bioedukatics. 5 (2): 74-75.

Iskandar, S, I. (2014). Approach of Metacognitive Skills in Learning Science in the Classroom. Erudio's Journal. 2 (2): 14.

Livingston J. (1997). A Metacognition: An Overview. (On line). Educational Resources Information Center (ERIC). Vol. 3. No. 2. (http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm, accessed November 11 2019).

Ministry of National Education. (2006). Regulation of the Minister of National Education No 22 of 2006 concerning Content Standards. Jakarta: Ministry of National Education.

Mustami, K. (2015). Educational Research Methodology. Yogyakarta: Aynat Publishing.

Priarti, M. (2017). Hacking Educational Problems in Indonesia. Formative Journal. 2 (3): 227-228.

Setiawan, F. A., Arisanty, D., Hastuti, K. P., & Rahman, A. M. (2020). The Effect of Metacognitive Ability on Learning Outcomes of Geography Education Students. Indonesian Journal on Learning and Advanced Education (IJOLAE), 2(2), 82–90. https://doi.org/10.23917/ijolae.v2i2.9257

Schraw and R. S Dennison. (1994). Contemporary Educational Psychology.

Sudjana. D and Imas Eva Wijayanti. (2018) Analysis of Metacognitive Skills in Solubility Materials and Solubility Products through a Problem Solving Learning Model. Journal of Chemistry and Education. 3 (2): 206-207.

Syafni E, Yarmis Syukur, and Indra Ibrahim. Learners' Learning Problems and Their Handling. Scientific Counseling Journal. 2 (2): 15.

Triyanto, S. A., & Prabowo, C. A. (2020). Efektivitas Blended-Problem Based Learning dengan Lesson Study Terhadap Hasil Belajar. Bioedukasi: Jurnal Pendidikan Biologi, 13(1), 42–48. https://doi.org/10.20961/bioedukasi-uns.v13i1.37960

Wulansari, A., D. (2014). The effectiveness of applying the learning method of student teams achievement divisions and team assisted individualization on linear regression material. Journal of Cendikia. 12 (1): 17.

Zulyadini. (2016). Comparison of the Mathematics Learning Outcomes of the Coop-Coop and Conventional Cooperative Learning Model. Batanghari University Scientific Journal, Jambi. 16 (1): 155-156.

DOI: https://doi.org/10.37058/bioed.v7i1.3271


  • There are currently no refbacks.

Bioedusiana is Indexed by

 Indeks Dimensions Indeks Copernicus Indeks Google Scholar Sinta Crossref Garuda WorldCat BASE Indonesia OneSearch PKP INDEXING