OPTIMIST-G (Optimization of Metacognitive Thinking Skills through STEAM-Based Gamification) in Chemical Bonding Learning
DOI:
https://doi.org/10.35877/454RI.daengku3748Keywords:
Metacognitive, STEAM-Based Gamification, Chemical Bonding,Abstract
By using a STEAM-Based Gamification method, this study seeks to maximize students' capacity for metacognitive thinking when learning chemical bonds. In the odd semester of 2023, 28 Biology Education students in class C participated in a quantitative study using a one-group pretest-posttest design. The metacognition questionnaire and the pretest-posttest were the primary tools utilized, and the paired t-test and Effect Size (Cohen's d) were employed to analyze the results. After using STEAM-Based Gamification, students' metacognitive thinking skills significantly improved, according to the results (p-value <0.05). According to the Effect Size value (Cohen's d = 2.63), this approach has a very significant impact. The learning strategy planning component saw the largest growth (+35.6%), demonstrating students' growing capacity to oversee their own learning. According to these results, STEAM-Based Gamification may be widely used to teach difficult chemical topics. By developing more interactive, reflexive, and student-centered learning experiences and enhancing their preparedness for the challenges of the Education 4.0 age, this strategy has the potential to transform the educational paradigm in the future.
References
Agus Supriyadi, Desy Desy, Yayat Suharyat, Tomi Apra Santosa, & Aulia Sofianora. (2023). The Effectiveness of STEM-Integrated Blended Learning on Indonesia Student Scientific Literacy: A Meta-analysis. International Journal of Education and Literature, 2(1). https://doi.org/10.55606/ijel.v2i1.53
Ahmar, D. S., Azzajjad, M. F., & Syahrir, Muh. (2020). Students’ Representation Ability in Chemistry. Journal of Applied Science, Engineering, Technology, and Education, 2(2). https://doi.org/10.35877/454ri.asci22124
Ahmar, D. S., Magfirah, M., Poba, D., & Azzajjad, M. F. (2023). Gamification Learning integrated with Local Wisdom based on Character Education, is There an Effect on Problem Solving Ability? Jurnal Penelitian Pendidikan IPA, 9(9), 7614–7620. https://doi.org/10.29303/jppipa.v9i9.4968
AlAli, R., Wardat, Y., & Al-Qahtani, M. (2023). SWOM strategy and influence of its using on developing mathematical thinking skills and on metacognitive thinking among gifted tenth-grade students. Eurasia Journal of Mathematics, Science and Technology Education, 19(3). https://doi.org/10.29333/ejmste/12994
Al-Gaseem, M., Bakkar, B., & Al-Zoubi, S. (2020). Metacognitive thinking skills among talented science education students. Journal for the Education of Gifted Young Scientists, 8(2). https://doi.org/10.17478/JEGYS.707205
Alghamdi, A. A. (2023). Exploring Early Childhood Teachers’ Beliefs About STEAM Education in Saudi Arabia. Early Childhood Education Journal, 51(2). https://doi.org/10.1007/s10643-021-01303-0
Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Education and Information Technologies, 26(6). https://doi.org/10.1007/s10639-021-10518-y
Azzajjad, M. F., Ahmar, D. S., & Syahrir, Muh. (2020). The Effect of Animation Media in Discovery Learning Model on Students’ Representation Ability on Chemical Equilibrium Materials. Journal of Applied Science, Engineering, Technology, and Education, 2(2). https://doi.org/10.35877/454ri.asci22125
Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2022). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(11). https://doi.org/10.1080/0020739X.2021.1922943
Boice, K. L., Jackson, J. R., Alemdar, M., Rao, A. E., Grossman, S., & Usselman, M. (2021). Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program. Education Sciences, 11(3). https://doi.org/10.3390/educsci11030105
Dennis, J. L., & Somerville, M. P. (2023). Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education. Higher Education, 86(1). https://doi.org/10.1007/s10734-022-00904-x
Desoete, A., & De Craene, B. (2019). Metacognition and mathematics education: an overview. ZDM - Mathematics Education, 51(4). https://doi.org/10.1007/s11858-019-01060-w
Febrianti, T. S., & Dasari, D. (2024). Creativity Increment and GeoGebra Classroom Quality: Impact on Student Learning. International Journal of Mathematics and Mathematics Education. https://doi.org/10.56855/ijmme.v2i1.770
Furnham, A., & Cheng, H. (2024). The role of parents, teachers, and pupils in IQ test scores: Correlates of the Programme for International Student Assessment (PISA) from 74 countries. Personality and Individual Differences, 219. https://doi.org/10.1016/j.paid.2023.112513
Harmer, S. P., & Groß, K. (2023). How Suitable Are Explanation Videos for the Chemistry Classroom? Analysing and Evaluating an Explanation Video on Metal Bonding. In Contributions from Science Education Research (Vol. 13). https://doi.org/10.1007/978-3-031-32225-9_9
Hu, J., & Zhang, Y. (2024). Growth mindset mediates perceptions of teachers’ and parents’ process feedback in digital reading performance: Evidence from 32 OECD countries. Learning and Instruction, 90. https://doi.org/10.1016/j.learninstruc.2024.101874
Kummanee, J., Nilsook, P., & Wannapiroon, P. (2020). Digital learning ecosystem involving steam gamification for a vocational innovator. International Journal of Information and Education Technology, 10(7). https://doi.org/10.18178/ijiet.2020.10.7.1420
Lahlali, A., Chafiq, N., Radid, M., Atibi, A., El Kababi, K., Srour, C., & Moundy, K. (2023). Students’ Alternative Conceptions and Teachers’ Views on the Implementation of Pedagogical Strategies to Improve the Teaching of Chemical Bonding Concepts. International Journal of Engineering Pedagogy, 13(6). https://doi.org/10.3991/ijep.v13i6.41391
Laukaityte, I., Rolfsman, E., & Wiberg, M. (2024). TIMSS vs. PISA: what can they tell us about student success?—a comparison of Swedish and Norwegian TIMSS and PISA 2015 results with a focus on school factors. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1323687
Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive Strategies and Development of Critical Thinking in Higher Education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.913219
Sihombing, R. U., Naga, D. S., & Rahayu, W. (2018). A RASCH MODEL MEASUREMENT ANALYSIS ON SCIENCE LITERACY TEST OF INDONESIAN STUDENTS: SMART WAY TO IMPROVE THE LEARNING ASSESSMENT. Indonesian Journal of Educational Review, 6(1).
Wannapiroon, N., & Pimdee, P. (2022). Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment. Education and Information Technologies, 27(4). https://doi.org/10.1007/s10639-021-10849-w
Wijaya, T. T., Hidayat, W., Hermita, N., Alim, J. A., & Talib, C. A. (2024). EXPLORING CONTRIBUTING FACTORS TO PISA 2022 MATHEMATICS ACHIEVEMENT: INSIGHTS FROM INDONESIAN TEACHERS. Infinity Journal, 13(1). https://doi.org/10.22460/infinity.v13i1.p139-156
Ahmar, D. S., Azzajjad, M. F., & Syahrir, Muh. (2020). Students’ Representation Ability in Chemistry. Journal of Applied Science, Engineering, Technology, and Education, 2(2). https://doi.org/10.35877/454ri.asci22124
Ahmar, D. S., Magfirah, M., Poba, D., & Azzajjad, M. F. (2023). Gamification Learning integrated with Local Wisdom based on Character Education, is There an Effect on Problem Solving Ability? Jurnal Penelitian Pendidikan IPA, 9(9), 7614–7620. https://doi.org/10.29303/jppipa.v9i9.4968
AlAli, R., Wardat, Y., & Al-Qahtani, M. (2023). SWOM strategy and influence of its using on developing mathematical thinking skills and on metacognitive thinking among gifted tenth-grade students. Eurasia Journal of Mathematics, Science and Technology Education, 19(3). https://doi.org/10.29333/ejmste/12994
Al-Gaseem, M., Bakkar, B., & Al-Zoubi, S. (2020). Metacognitive thinking skills among talented science education students. Journal for the Education of Gifted Young Scientists, 8(2). https://doi.org/10.17478/JEGYS.707205
Alghamdi, A. A. (2023). Exploring Early Childhood Teachers’ Beliefs About STEAM Education in Saudi Arabia. Early Childhood Education Journal, 51(2). https://doi.org/10.1007/s10643-021-01303-0
Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic. Education and Information Technologies, 26(6). https://doi.org/10.1007/s10639-021-10518-y
Azzajjad, M. F., Ahmar, D. S., & Syahrir, Muh. (2020). The Effect of Animation Media in Discovery Learning Model on Students’ Representation Ability on Chemical Equilibrium Materials. Journal of Applied Science, Engineering, Technology, and Education, 2(2). https://doi.org/10.35877/454ri.asci22125
Belbase, S., Mainali, B. R., Kasemsukpipat, W., Tairab, H., Gochoo, M., & Jarrah, A. (2022). At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: prospects, priorities, processes, and problems. International Journal of Mathematical Education in Science and Technology, 53(11). https://doi.org/10.1080/0020739X.2021.1922943
Boice, K. L., Jackson, J. R., Alemdar, M., Rao, A. E., Grossman, S., & Usselman, M. (2021). Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program. Education Sciences, 11(3). https://doi.org/10.3390/educsci11030105
Dennis, J. L., & Somerville, M. P. (2023). Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education. Higher Education, 86(1). https://doi.org/10.1007/s10734-022-00904-x
Desoete, A., & De Craene, B. (2019). Metacognition and mathematics education: an overview. ZDM - Mathematics Education, 51(4). https://doi.org/10.1007/s11858-019-01060-w
Febrianti, T. S., & Dasari, D. (2024). Creativity Increment and GeoGebra Classroom Quality: Impact on Student Learning. International Journal of Mathematics and Mathematics Education. https://doi.org/10.56855/ijmme.v2i1.770
Furnham, A., & Cheng, H. (2024). The role of parents, teachers, and pupils in IQ test scores: Correlates of the Programme for International Student Assessment (PISA) from 74 countries. Personality and Individual Differences, 219. https://doi.org/10.1016/j.paid.2023.112513
Harmer, S. P., & Groß, K. (2023). How Suitable Are Explanation Videos for the Chemistry Classroom? Analysing and Evaluating an Explanation Video on Metal Bonding. In Contributions from Science Education Research (Vol. 13). https://doi.org/10.1007/978-3-031-32225-9_9
Hu, J., & Zhang, Y. (2024). Growth mindset mediates perceptions of teachers’ and parents’ process feedback in digital reading performance: Evidence from 32 OECD countries. Learning and Instruction, 90. https://doi.org/10.1016/j.learninstruc.2024.101874
Kummanee, J., Nilsook, P., & Wannapiroon, P. (2020). Digital learning ecosystem involving steam gamification for a vocational innovator. International Journal of Information and Education Technology, 10(7). https://doi.org/10.18178/ijiet.2020.10.7.1420
Lahlali, A., Chafiq, N., Radid, M., Atibi, A., El Kababi, K., Srour, C., & Moundy, K. (2023). Students’ Alternative Conceptions and Teachers’ Views on the Implementation of Pedagogical Strategies to Improve the Teaching of Chemical Bonding Concepts. International Journal of Engineering Pedagogy, 13(6). https://doi.org/10.3991/ijep.v13i6.41391
Laukaityte, I., Rolfsman, E., & Wiberg, M. (2024). TIMSS vs. PISA: what can they tell us about student success?—a comparison of Swedish and Norwegian TIMSS and PISA 2015 results with a focus on school factors. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1323687
Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive Strategies and Development of Critical Thinking in Higher Education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.913219
Sihombing, R. U., Naga, D. S., & Rahayu, W. (2018). A RASCH MODEL MEASUREMENT ANALYSIS ON SCIENCE LITERACY TEST OF INDONESIAN STUDENTS: SMART WAY TO IMPROVE THE LEARNING ASSESSMENT. Indonesian Journal of Educational Review, 6(1).
Wannapiroon, N., & Pimdee, P. (2022). Thai undergraduate science, technology, engineering, arts, and math (STEAM) creative thinking and innovation skill development: a conceptual model using a digital virtual classroom learning environment. Education and Information Technologies, 27(4). https://doi.org/10.1007/s10639-021-10849-w
Wijaya, T. T., Hidayat, W., Hermita, N., Alim, J. A., & Talib, C. A. (2024). EXPLORING CONTRIBUTING FACTORS TO PISA 2022 MATHEMATICS ACHIEVEMENT: INSIGHTS FROM INDONESIAN TEACHERS. Infinity Journal, 13(1). https://doi.org/10.22460/infinity.v13i1.p139-156
Downloads
Published
2025-02-27
How to Cite
Ahmar, D. S., & Azzajjad, M. F. (2025). OPTIMIST-G (Optimization of Metacognitive Thinking Skills through STEAM-Based Gamification) in Chemical Bonding Learning. Daengku: Journal of Humanities and Social Sciences Innovation, 5(1), 121–128. https://doi.org/10.35877/454RI.daengku3748
Issue
Section
Articles
