Abstract:
The purpose of this research was to examine the influence of metacognitive regulation
strategy to improve students' achievement in microbiology learning. The method used was
Quasi-Experimental. Participants of this study were 27 students from Biology Education in a
university in West Java. There were two classes used in this research, namely the class using
metacognitive regulation strategies as an experimental class consisting of 14 students and the
non-metacognitive regulation strategies class as a control consisting of 13 students. In the
experimental class, discussion was assisted with questions about subject matters. The instrument
was used consist of the concept mastery test and self-reflection questionnaire. Data were
analyzed by Analysis of Variance. The results of this research showed that there were differences
in student achievement between metacognitive regulation and non-metacognitive regulation
strategies. Students who learned with metacognitive regulation strategies was obtained high
moderate criteria score (g = 0.59), while students who learned with non-metacognitive regulation
strategies were obtained low of criteria score (g = 0.26). Study on self-reflection after carrying
out the test obtained the following results: aspects related to the use of learning resources (21%),
time management (29%), learning behavior (36%), attending and concentration in learning
(14%). The implementation of the metacognitive regulation strategy was significantly effective
to improve academic achievement in a microbiology course, so this strategy is an innovation in
learning
