International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Lina Listiana; Fitrotin Rosyidah; Ruspeni Daesusi; A. Saepul Hamdani

doi:10.23947/2334-8496-2025-13-2-335-348

Authors

Lina Listiana Biology Education Program, University of Muhammadiyah Surabaya, East Java, Indonesia https://orcid.org/0009-0008-1358-4267
Fitrotin Rosyidah Biology Education Program, University of Muhammadiyah Surabaya, East Java, Indonesia https://orcid.org/0009-0004-0280-2514
Ruspeni Daesusi Biology Education Program, University of Muhammadiyah Surabaya, East Java, Indonesia https://orcid.org/0009-0002-7060-9367
A. Saepul Hamdani Department of Mathemathic and Natural Science Education, Sunan Ampel State Islamic University, Surabaya, East Java, Indonesia https://orcid.org/0009-0002-7848-4351

DOI:

https://doi.org/10.23947/2334-8496-2025-13-2-335-348

Keywords:

metacognitive skills, learning motivation, hybrid learning, innovative learning

Abstract

The integration of technology into instruction is essential to address teachers’ challenges in delivering biology content with greater clarity and depth. This process can be effectively guided by Technology, Pedagogy, and Knowledge Content (TPACK) framework. Grounded in this framework, this study aims to develop valid, practical, and effective hybrid learning resources for biology classes, specifically in the form of lesson plans, assessment tools, and Moodle-based e-learning materials. To achieve this, this study designed and implemented a GITTW strategy that combines Group Investigation (GI) and Think Talk Write (TTW) strategies. This study employed a Research and Development (R&D) methodology using the Four-D model: Define, Design, Develop, and Disseminate. A total of 80 tenth-grade students from Muhammadiyah 3 Senior High School at Surabaya, Indonesia participated in the study. Prior to implementation, the GITTW underwent validation and was deemed valid. Its practicality was supported by data from a student learning independence. This study found that the GITTW lesson plans, assessment forms, and Moodle-based e-learning materials were valid, practical, and effective in enhancing students’ metacognitive skills and learning motivation. These results confirm the feasibility of integrating the GITTW strategy into Moodle for biology education to support the development of students’ metacognitive skills and motivation. Further studies could explore the integration of GITTW with augmented reality (AR) to facilitate a more in-depth exploration of biology content.

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