Page 18 - Jurnal Kurikulum BPK 2020

“It is not easy. Because I have my own routine so it’s hard to change it.” (Kiki)

“Maybe not. because for me it will take time to adopt different learning strategy and
have to choose wisely about what am I going to do. If the new learning strategy is not
work on me I think it will waste my time. When I don't understand what I’m learning
about and my result for exam or test is not good.” (Syarizah)

However, there are students who recognizes potential benefit of getting out of their
comfort zone. These students believe that even though trying on new strategy would not be an
easy task, they would still put their effort in it for the sake of achieving their goals.

“Nothing is impossible if one really wants to achieve something. Yes, I may be able to
change my learning strategy, but slowly.” (Christ)

“It’s not easy but if it’s for the sake of changing my result to be better, the I will slowly adapt
to it.” (Ipan)DISCUSSION

The focus of this study is to establish variations in terms of metacognitive regulation
among students learning biology at matriculation. In addition, I wanted to explore the possible
implication(s) of the state of metacognition regulation towards student’s learning process.
These are ideas implied based on data analysis which can be further investigate in future
research. I also proposed suggestions on in what ways do these data can contribute to the
teaching and learning of biology thus improving the quality of the education at matriculation.

Students develop metacognition skills at matriculation

Findings have shown that students involved in this study already started making
evaluation early in the course. Similarly, Dye and Stanton (2017) suggested student often start
making evaluation on their learning process when there were in college. They beliefs the main
reason for this is because high school science did not present student with the difficulty level
that would have prompt them the need make any sort of evaluation towards their approach to
learning. Furthermore, Tomanek and Montplaisir (2004) also mentioned in high school, it was
the teachers that took charge in structuring students learning environment. Thus, there is no
need for students to do it themselves. At matriculation, the education process promotes student-
directed learning which require them to structure their own learning activity. Hence it is
beneficial for educator to identifying the variation in the level of metacognitive skills among
students. So, educators can assist them in further developing their metacognition.

Students use metacognitive regulation skill to overcome unfamiliar challenges

Student often consider challenges in education as unfamiliar if they find memorization
technique to be insufficient. For example, the course outline for biology at matriculation is not
the same as in high school. Student mentioned being unfamiliar with lectures as they have never
experience it. This is due to lots of information being delivered within an hour period. For the
session to be meaningful, students must able to actively listen to the lecturer and write down
notes. Active listening during lecture is new to them and as pointed out by Robertson (2005),
active listening does not simply means paying attention.
Another aspect of biology course deemed as unfamiliar is the content which include lots
of biological processes and diagrams. This often require students to use higher order thinking

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