An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design




blended learning, environmental chemistry, Testlet, metacognition


The use of technology blurred the borders between classroom learning and online platform as a blended design. This design is appropriately applied in higher education in the fourth industrial revolution era. The study aimed to investigate the progression of undergraduate students' metacognition of blended learning and their achievement in the environmental chemistry course. The study employed a quantitative method. The quantitative method used a quasi-experiment research method. A non-equivalent post-tests group control design was applied. The population was fifty-nine students who enrolled in the environmental chemistry course in the chemistry education department at one of the public universities in Indonesia. Twenty-nine students were randomly selected for experimental class and thirty students in the control class. The experimental class experienced the blended learning environment, while the control class had conventional learning. At the end of the course, both classes measured their metacognition using the Testlet instrument. The Testlet instrument can measure students' cognitive achievement in environmental chemistry courses, also students' metacognition. There is different progress regarding students' metacognition between two groups. However, students' cognitive achievement showed the same trend. This gap is caused by various factors, such as a difference in learning experience and unpreparedness of students in blended learning.

Author Biographies

Nurma Yunita Indriyanti, Universitas Sebelas Maret

Lecturer of Chemistry Education Universitas Sebelas Maret

Sri Yamtinah, Universitas Sebelas Maret


Dyah Muawiyah, Universitas Sebelas Maret

Postgraduate student




How to Cite

Indriyanti, N. Y., Yamtinah, S., & Muawiyah, D. (2020). An Inquiry into Students’ Metacognition and Learning Achievement in a Blended Learning Design. International Journal of Emerging Technologies in Learning (iJET), 15(21), pp. 77–88.