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Improving Students' Metacognitive and Self-efficacy in Learning Biology through Reducing Academic Stress and Cognitive Anxiety Using IBSR Technique

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Title: Improving Students' Metacognitive and Self-efficacy in Learning Biology through Reducing Academic Stress and Cognitive Anxiety Using IBSR Technique
Language: English
Authors: Azura Salsabila, Adi Rahmat, Yanti Hamdiyati
Source: Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia). 2024 10(2):404-429.
Availability: Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
Peer Reviewed: Y
Page Count: 26
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, High School Students, Biology, Science Instruction, Active Learning, Inquiry, Problem Based Learning, Anxiety, Self Efficacy, Metacognition, Learning Strategies, Stress Management
Geographic Terms: Indonesia
ISSN: 2442-3750
2527-6204
Abstract: Student academic stress can impact class participation. Integrating psychological treatment into learning strategies can help manage academic stress. The objective of this research is to enhance students' metacognitive and self-efficacy by reducing their learning difficulties and cognitive anxiety. This will be achieved by integrating Inquiry-Based Stress Reduction (IBSR) into learning strategies, which will help to alleviate academic stress during the learning process. The study is designed as a quasiexperimental study using a pretest-posttest nonequivalent control group design. The study was conducted at Bandung City State High School with the participation of 70 class XI MIPA students from two different classes, 35 in the experimental class and 35 in the control class. Both classes utilized problem-based learning (PBL), with the experimental class receiving the IBSR technique at the beginning of learning and various stages of core PBL activities. A questionnaire rating scale with 8 scales was used to collect data on academic stress, learning difficulties, cognitive anxiety, and student self-efficacy. Additionally, students' metacognitive abilities were measured using an open-ended essay. After two weeks of learning, the IBSR psychological intervention in the experimental class had lower student learning difficulties and cognitive anxiety than the control class. The IBSR psychological intervention in the experimental class on students' self-ability and metacognitive abilities also had higher results than the control class. The research suggests that teachers should consider psychological interventions when implementing learning innovations that improve student learning performance.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437285
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1437285
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  Data: Improving Students' Metacognitive and Self-efficacy in Learning Biology through Reducing Academic Stress and Cognitive Anxiety Using IBSR Technique
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Azura+Salsabila%22">Azura Salsabila</searchLink><br /><searchLink fieldCode="AR" term="%22Adi+Rahmat%22">Adi Rahmat</searchLink><br /><searchLink fieldCode="AR" term="%22Yanti+Hamdiyati%22">Yanti Hamdiyati</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Biological+Education+Indonesia+%28Jurnal+Pendidikan+Biologi+Indonesia%29%22"><i>Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia)</i></searchLink>. 2024 10(2):404-429.
– Name: Avail
  Label: Availability
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  Data: Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
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  Data: Y
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  Data: 26
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2442-3750<br />2527-6204
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Student academic stress can impact class participation. Integrating psychological treatment into learning strategies can help manage academic stress. The objective of this research is to enhance students' metacognitive and self-efficacy by reducing their learning difficulties and cognitive anxiety. This will be achieved by integrating Inquiry-Based Stress Reduction (IBSR) into learning strategies, which will help to alleviate academic stress during the learning process. The study is designed as a quasiexperimental study using a pretest-posttest nonequivalent control group design. The study was conducted at Bandung City State High School with the participation of 70 class XI MIPA students from two different classes, 35 in the experimental class and 35 in the control class. Both classes utilized problem-based learning (PBL), with the experimental class receiving the IBSR technique at the beginning of learning and various stages of core PBL activities. A questionnaire rating scale with 8 scales was used to collect data on academic stress, learning difficulties, cognitive anxiety, and student self-efficacy. Additionally, students' metacognitive abilities were measured using an open-ended essay. After two weeks of learning, the IBSR psychological intervention in the experimental class had lower student learning difficulties and cognitive anxiety than the control class. The IBSR psychological intervention in the experimental class on students' self-ability and metacognitive abilities also had higher results than the control class. The research suggests that teachers should consider psychological interventions when implementing learning innovations that improve student learning performance.
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  Data: EJ1437285
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1437285
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 404
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Improving Students' Metacognitive and Self-efficacy in Learning Biology through Reducing Academic Stress and Cognitive Anxiety Using IBSR Technique
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          Name:
            NameFull: Azura Salsabila
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            NameFull: Adi Rahmat
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            NameFull: Yanti Hamdiyati
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          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
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              Value: 2527-6204
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            – TitleFull: Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia)
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