Supporting metacognitive awareness through AR-assisted ASICC worksheets on the respiratory system
Abstract
Background-Students’ metacognitive awareness remains a challenge in biology learning, including the respiratory system. Objectives- This study aimed to develop AR-assisted ASICC worksheets and examine metacognitive awareness and skills. Methods-The study employed Educational Design Research using the Plomp model. Feasibility was evaluated through expert validation, one-to-one, and small-group evaluation, while metacognitive awareness were examined among 33 eleventh-grade students using a single-group pretest–posttest design. Metacognitive awareness was measured using the Metacognitive Awareness Inventory (MAI) and analyzed using Wilcoxon signed-rank tests, effect sizes, and N-Gain, whereas metacognitive skills were assessed using a Corebima rubric-based summative test. Results-The worksheets showed high validity (94.2% for material and language, 84.6% for media, and 86.61% for the practitioner) and high practicality (92.80% one-to-one; 91.03% small-group). MAI scores increased in eight subdimensions (Holm-adjusted p ≤ 0.039), with the largest effects for Comprehension Monitoring (r = 0.68), Declarative Knowledge (r = 0.59), and Planning (r = 0.58) and the smallest for Procedural Knowledge (r = 0.36), in which about half the students had reached the maximum pretest score. Spearman’s rank correlation indicated a significant but modest positive association between MAI posttest and summative scores (ρ = 0.404, p = 0.020). Conclusions-The worksheets were valid and practical, although findings require cautious interpretation within the single-group design.
