http://repository.unigal.ac.id:8080/handle/123456789/3001 Sat, 25 Apr 2026 11:25:50 GMT 2026-04-25T11:25:50Z http://repository.unigal.ac.id:8080/handle/123456789/2999 Use of metacognitive regulation strategies to increase student academic achievement in microbiology course Erlin, Euis; Rahmat, A; Rejeki, S 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 Wed, 01 Apr 2020 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/2999 2020-04-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/2998 Profile metacognitive awareness of biology education students in microbiology course Erlin, Euis; Fitriani, A Metacognitive ability refers to self-cognitive awareness and the process of how cognitive works and how to manage them. The lack of metacognitive ability causes students to get less able to use appropriate learning strategies that will affect the cognitive abilities. This study aims to determine the profile of metacognitive awareness of students of the microbiology course and the relationship between metacognitive awareness and the ability to understand the concept of microbiology. The subjects of the study were 28 students who took microbiology courses at Educational Institutions and Teachers in West Java. The metacognitive data awareness was collected using the Metacognitive Awareness Inventory (MAI) and the understanding ability measured by multiple choice test. Data were analyzed using descriptive statistics. The conclusion shows that students metacognitive ability in the microbiology course is still low. The percentage of student’s metacognitive ability criterion showed less indication (32%), enough (43%), good (25%). There is a relationship between the metacognitive awareness criteria and the ability to understand the basic concepts of microbiology. Students who have less and enough metacognitive awareness criteria obtained understanding ability score lower than the good criteria Fri, 01 Feb 2019 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/2998 2019-02-01T00:00:00Z