Metacognitive and critical thinking skills of genetics of biology students with project-based learning

Abstract

This study aimed to determine the effects of project-based learning in the Covid-19 pandemic era on biology students' metacognitive and critical thinking skills in the genetics concept. The research model used was a quasi-experimental design. The population in this study were fifth semester students who offered genetics courses consisting of 4 classes A to D. Samples were taken randomly, that is classes A and B. The data were analyzed using the Anacova. The results show that students with the PjBL model have better metacognitive skills and thinking skills than those with conventional learning models. The PjBL model could be used as a reference to improve the metacognitive and critical thinking skills. Therefore, further research can be used to examine PjBL learning models on other higher thinking skills such as collaboration skills, problem-solving skills, and creative thinking skills.                                                          Keywords: project-based learning, metacognitive skills, critical thinking skills, genetic study