Metacognitive Contribution to Biology Pre-service Teacher's Digital Literacy and Self-Regulated Learning during Online Learning

被引：0

作者：

Arjaya, Ida Bagus Ari ^{[1
]}

Hermawan, I. Made Surya ^{[1
]}

Ekayanti, Ni Wayan ^{[1
]}

Paraniti, Anak Agung Inten ^{[1
]}

机构：

[1] Univ Mahasaraswati Denpasar, Denpasar, Indonesia

来源：

INTERNATIONAL JOURNAL OF INSTRUCTION | 2023年 / 16卷 / 01期

关键词：

metacognitive ability; self-regulated learning; digital literacy; biology education students; structural equation modeling; pre-service teacher; VALIDATION;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Digital literacy development at the university level is necessary for facing Industrial Revolution 4.0. This research is ex post facto research that examines the phenomena that occur in the learning process. The study was conducted from April to August 2021, with 64 respondents from all universities with Biology Education Study Programs in Bali involved in filling out Metacognitive Ability, Selfregulated Learning, and Digital Literacy questionnaires distributed through Google Forms. The tabulated data were then analyzed using Structural Equation Modeling - Partial Least Square (SEM-PLS) SMART PLS 3.0. The results showed that the contributions of metacognitive abilities to the digital literacy skills of biology education students in Bali were 23.1%. In the other hand, contributions of metacognitive abilities to self-regulated abilities were 41.8%. The conclusion from this study is that in biology learning metacognitive abilities make a significant contribution to digital literacy compared to self-regulated learning.

引用

页码：455 / 468

页数：14

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