@article {447, title = {COGNITIVE BASIS AND SEMANTIC STRUCTURE OF PHENOMENOLOGICAL REASONING ON SCIENCE AMONG LOWER SECONDARY SCHOOL STUDENTS: A CASE OF INDONESIA}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {474{\textendash}486 }, abstract = {A study had been conducted in qualitative design employing phenomenology approach to examine the cognitive basis and the semantic structure of phenomena based reasoning of lower secondary school students in Ambon. The data of the study were collected by using a test. Phenomena stimulus of science was given to the informants in the form of cognitive basis and semantic structure of phenomena based reasoning. This study concluded that (1) the cognitive basis of phenomena based reasoning were orientation, inferential abstraction, and inferential affirmation; (2) students were able to analyze phenomena by using systematic cognitive framework only if they had complete information of the phenomena; (3) inference validity related to the cognitive basis is heavily determined by the phenomena analysis ability; (4) the general semantic structures in phenomena based reasoning were definitional and assertional; (5) the semantic structure complexity was determined too by the phenomena knowledge availability which was analyzed.}, keywords = {cognitive basis, cognitive process, knowledge structure}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.474}, url = {http://oaji.net/articles/2016/987-1479498134.pdf}, author = {Johanes Pelamonia and Aloysius Duran Corebima} } @article {448, title = {THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {August/2015}, pages = {Continuous}, type = {Original article}, chapter = {487{\textendash}500}, abstract = {The study of the correlation between learning motivation and metacognitive skill on students{\textquoteright} cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments.}, keywords = {biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning-reading}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.487}, url = {http://oaji.net/articles/2016/987-1479498242.pdf}, author = {Arsad Bahri and Aloysius Duran Corebima} }