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Al-Adwan,A., Al-Adwan,A., and Smedley,J. Exploring Students Acceptance of E-learning Using Technology Acceptance Model in Jordanian Universities. International Journal of Education and Development Using Information and Communication Technology (IJEDICT). 9 (2). 4-18. 2013.

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Article

Lesson Study in Improving the Role of E-Portfolio on the Metacognitive Skill and Concept Comprehension: A Study on Cell Biology Subject in IKIP PGRI Madiun, Indonesia

1Faculty of Mathematics and Natural Science Education, IKIP PGRI MADIUN, Madiun, Indonesia

2Faculty of Mathematics and Science, State University of Malang, Malang, Indonesia


American Journal of Educational Research. 2014, Vol. 2 No. 10, 919-924
DOI: 10.12691/education-2-10-11
Copyright © 2014 Science and Education Publishing

Cite this paper:
Marheny Lukitasari, Herawati Susilo, Ibrohim, A. Duran Corebima. Lesson Study in Improving the Role of E-Portfolio on the Metacognitive Skill and Concept Comprehension: A Study on Cell Biology Subject in IKIP PGRI Madiun, Indonesia. American Journal of Educational Research. 2014; 2(10):919-924. doi: 10.12691/education-2-10-11.

Correspondence to: A.  Duran Corebima, Faculty of Mathematics and Science, State University of Malang, Malang, Indonesia. Email: durancorebima@yahoo.com

Abstract

The purpose of the study was to examine the potency of the implementation of e-portfolio supported by the implementation of Lesson Study to improve the metacognitive skill and concept comprehension of Cell Biology. The activities of the lesson study aimed for developing and enhancing e-portfolio implementation habit carried out done seventh times with the same Cell Biology material. The study was followed by quasi experimental study conducted on two classes, consisting of 26 and 27 students. One class underwent seven meetings of portfolio and another class underwent seven meetings of e-portfolio. The data of the study related to the concept comprehension were obtained by valid and reliable pretest and posttest. The data related to the metacognitive skill were obtained too by the pretest and posttest supported by a special rubric. The data of the lesson study were analyzed qualitatively. The data of the quasi experimental study were analyzed by ANACOVA test, to uncover the difference between the two treatments. The results of the study showed that there were significant effects of the implemented treatment on the metacognitive skill and the cell biology concept comprehension of the students. The average score of the metacognitive skill of e-portfolio class supported by lesson study was 39,4% higher than that of the portfolio class. The average score of the concept comprehension of e-portfolio class supported by lesson study was 15% higher than that of the portfolio class without lesson study. The implementation of lesson study was significantly effective in improving the metacognitive skill and the concept comprehension of e-portfolio class compared to that of portfolio class, regardless the previous research reported that the implementation of e-portfolio had unsignificant effect.

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