www.ijcrsee.com

335

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

Original scientific paper

Received: April 20, 2025.

Revised: August 05, 2025.

Accepted: August 07, 2025.

UDC:

37:004.7

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

Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Corresponding author:

linalistiana@um-surabaya.ac.id

Abstract: The integration of technology into instruction is essential to address teachers’ challenges in delivering biol-

ogy 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.

Keywords: metacognitive skills, learning motivation, hybrid learning, innovative learning.

Lina Listiana

, Fitrotin Rosyidah

, Ruspeni Daesusi

, A.Saepul Hamdani

Biology Education Program, University of Muhammadiyah Surabaya, East Java, Indonesia,

e-mail:

linalistiana@um-surabaya.ac.id; fitrotinrosyidah@gmail.com; ruspeni.daesusi@fkip.um-surabaya.ac.id

Department of Mathemathic and Natural Science Education, Sunan Ampel State Islamic University, Surabaya, East Java,

Indonesia, e-mail:

asepsaepulhamdani@uinsa.ac.id

Fostering Metacognitive Skills and Learning Motivation Through Hybrid

Learning with Innovative Learning Strategies

Introduction

The rapid development of 21st-century technology has had a profound impact on the field of edu-

cation, making the integration of technology into learning not only beneficial but essential. One widely

recognized framework that supports this integration is Technological Pedagogical Content Knowledge

(TPACK), which highlights the interplay among technology, pedagogy, and content in effective instruction-

al design. A thorough understanding of the complex relationships among these three domains is critical

for meaningful technology integration in the classroom (Tanak, 2020). The foundation for this integration

was laid by NACOL (North American Council for Online Learning), which introduced a learning model

that combines face-to-face (offline) instruction with online learning supported by web-based technology

(e-learning). This model leverages internet-based platforms that enable students to access learning ma-

terials anytime and anywhere (Bahri et al., 2020; Sibley et al., 2024)

Hybrid learning is an emerging instructional approach that corresponds to the model proposed by

NACOL. It integrates technology and internet-based to enhance student’s learning experience while sup-

porting teachers in improving their teaching methods (Türkmen, 2024). It combines face-to-face learning

and electronic learning conducted simultaneously (Min and Yu, 2023; Sukiman et al., 2022). A key feature

of this approach is strong student engagement, which serves as a prerequisite for effective learning out-

www.ijcrsee.com

336

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

comes (

De Bruijn-Smolders and Prinsen, 2024). Teachers who implement this approach are also actively

involved in course design and interaction with students, facilitating a more responsive and dynamic learn-

ing environment (Bozkurt, 2022; Raes, 2022).

The approach also places particular emphasis on the use of Learning Management Systems (LMS)

to support and enhance teaching and learning processes (Gamage et al., 2022). LMS enables the deliv-

ery of learning content without requiring face-to-face interaction, using either intranet or internet networks

(Shchedrina et al., 2021). The integration of LMS in hybrid learning is both feasible and has the potential

to enhance student engagement, collaboration, and overall learning experiences. However, several fac-

tors must be considered to ensure successful implementation. According to Chiu (2021, 2022), teacher

effectiveness and the availability of digital support are critical, as these elements significantly influence

student engagement, which can vary across face-to-face and LMS-supported learning environments.

Similarly, Mohd Mushtaq and Zahir Iqbal,(2024) highlight the critical role of technology infrastructure in

supporting successful implementation. Addressing these factors, Busara Niyomves et al., (2024) argue

that hybrid learning can offer the flexibility of online education while retaining the interpersonal benefits of

in-person instruction, thereby meeting a wide range of learning needs and schedules.

Moodle is one of the widely used LMS that offers siginicant benefits for hybrid learning environment.

It is a software package specifically designed to facilitate the development of internet-based programs and

websites. According to Aikina and Bolsunovskaya, (2020), Peramunugamage et al., (2020), and Gamage

et al., (2022), Moodle is an effective learning platform due to its interactive features, the integration of mul-

timedia content, and the opportunities it offers for student collaboration. Additionally, Chang et al., (2022)

highlight that Moodle supports the delivery of electronic materials, learning media, structured learning

paths, and assessments, all of which contribute to increased learning efficiency. Goyal et al., (2023) further

emphasize that the implementation of Moodle enhances the quality of learning, increases student interest,

and boosts motivation, factors that positively influence learning outcomes. Similarly, recent scholarship by

Raman et al., (2022), Gudkova et al., (2021) and Mustapha et al., (2023) indicate that the effective use of

Moodle is strongly influenced by students’ intrinsic motivation. In this regard, fostering student motivation

in biology education is essential, as it plays a critical role in improving learning outcomes.

Biology instruction at the high school level involves the study of complex conceptual material re-

lated to processes in the human body, animals, plants, and various natural phenomena. Teachers of-

ten encounter challenges in delivering these concepts comprehensively due to limited instructional time.

Typically, biology lessons are allocated only two meetings per week, consisting of two class hours (2x45

minutes) and one class hour (1x45 minutes) on separate days. Given the abstract and dynamic nature of

biological processes, students require more than verbal explanations: these concepts must also be visual-

ized using instructional media such as videos, diagrams, or interactive images. Furthermore, students are

expected to be active and autonomous, capable of seeking additional information and solving problems

using online resources. The implementation of hybrid learning through platforms such as Moodle offers a

promising approach to address these challenges. It can enhance student motivation, foster active partici-

pation, and support self-regulated learning by allowing students to access learning materials flexibly and

interactively beyond the constraints of classroom time.

The implementation of hybrid learning should be optimized through the integration of instructional

models that actively support students in developing problem-solving skills. One such model is the Group

Investigation integrated with the Think-Talk-write (GITTW) strategy, a cooperative learning approach

whose syntax includes identifying topics, organizing groups, planning tasks, investigating, analyzing,

presenting, and evaluating results, while integrating the “think, talk, and write” processes at each stage

(

Listiana, 2016 from Sharan and Sharan, 1992 and Huinker and Laughlin, 1996). Each phase of the

GITTW strategy is designed to foster students’ self-regulation by encouraging them to plan tasks and

select appropriate learning strategies independently. Both the group Investigation (GI) and Think-Talk-

Write (TTW) components emphasize collaboration, requiring students to work cooperatively in complet-

ing tasks. Moreover, this model encourages students to engage in self-assessment and self-monitoring,

which are essential aspects of self-regulated learning.

Within the GI component of GITTW, students are guided to work collaboratively in groups. Accord-

ing to

Mitchell et al., (2008), this stage involves formulating questions or identifying problems, as well as

selecting appropriate procedures for monitoring and assessment. Tsoi et al., (2004) noted that the IG

approach encourages students to take an active role in determining what and how they learn. In the final

www.ijcrsee.com

337

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

stage of GI, students collaborate to draw conclusions, develop strategies for presenting their findings,

and evaluate their group’s performance. Meanwhile, in the TTW component of GITTW, the “think” stage is

intended to strengthen students’ critical thinking skills. This stage plays a crucial role as students identify

problems, determine suitable strategies, and develop plans for problem-solving. The “talk” and “write”

stages are reflected in students’ presentations and group discussions of their solutions. Through these

integrated activities, the GITTW strategy is expected to cultivate students’ independent learning skills and

promote deeper engagement in the learning process.

Previous studies have demonstrated the potential of the GITTW strategy to enhance students’ meta-

cognitive skills. For instance, Listiana, et al. (2016) reported that the GITTW approach significantly contrib-

utes to the development of metacognitive skills, while further research from Listiana et al. (2020) showed im-

provements in students’ self-regulation, which in turn positively influenced their learning outcomes. Both GI

and TTW components within the GITTW framework share a common goal: cultivating metacognitive aware-

ness. This enables students to plan appropriate problem-solving strategies, regulate their learning process,

and assess their own work effectively. Moreover, Listiana, et al. (2023) found that the six syntactical stages

of the GITTW strategy effectively enhance students’ critical thinking and collaboration skills.

In the context of hybrid learning, the development of metacognitive skills is essential, as students

are required to plan, monitor, and control their learning processes to achieve optimal outcomes. Fayaza

and Ahangama (2024) argue that in blended learning environments, self-directed learners are more likely

to achieve improvements in cognitive, metacognitive, and motivational learning domains. Similarly, Essa,

(2023) asserts that hybrid learning ha a strong positive correlation with the development of deep learn-

ing competencies. Acosta-Gonzaga and Ramirez-Arellano (2021) further emphasize the relationship be-

tween cognitive and metacognitive strategies and students’ motivation in blended learning contexts. This

is supported by Monika and Devi (2022) , who found that blended learning enhances student engage-

ment, interaction, academic achievement, motivation, and the overall learning process.

Considering the challenges identified, students’ limited understanding of biological processes in

the human body, teachers’ difficulties in delivering detailed explanations, and the underutilization of tech-

nology in biology instruction, it becomes crucial to integrate technological tools in meaningful ways. One

potential solution involves the use of Moodle-based media within a hybrid learning model, supported by an

innovative instructional strategy such as GITTW. Therefore, this study aims to develop a comprehensive

instructional package, including lesson plans, student worksheets, evaluation tools, and Moodle-based

e-learning media (accessible via https://tacticedu.com), that is valid, practical, and effective for teaching

biology. Although previous studies have explored the use of Moodle in e-learning, this study adopts a

distinct approach by integrating Moodle with the GITTW strategy, which is expected to promote students’

metacognitive development and support their growth as independent learners.

Materials and Methods

This study employed a Research and Development (R & D) study, following the Four-D develop-

ment model proposed by

Thiagrajan (1974), which consists of four stages: Define, Design, Develop, and

Disseminate. The primary objective of this study is to produce instructional materials, including lesson

plans, student worksheets, evaluation sheets, and moodle-based e-learning media (accessible by https://

tacticedu.com), that are valid, practical, and effective for learning.

Sample and Data Collection

This study was conducted with 10th-grade students at SMA Muhammadiyah 3 Surabaya. It em-

ployed a saturated sampling technique, involving the entire population of Grade 10 students, consisting

of 80 active learners enrolled in the biology subject. This sampling method was chosen based on the

relatively small number of students in Grade 10, making it feasible to include all participants. The study

implemented a hybrid learning model integrated with the GITTW strategy, using Moodle-based media, ad-

hering to the structured learning syntax designed for this model. The biology topics covered included virus

structure, replication processes, and the role of viruses in life.

www.ijcrsee.com

338

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

Research Instrument Validity, and Reliability

The instruments used were questionnaires, validation assessment sheets, product practicality

evaluation sheets, and product effectiveness tests. The data collection techniques employed were: (1)

The validity of the instructional materials, including lesson plans, student worksheets, evaluation tests,

and Moodle-based media, was assessed using validation sheets by 3 experts. (2) The reliability of the

instructional materials was tested using Cronbach’s alpha, with the results interpreted based on the levels

of reliability categorized as very high, high, moderate, or low. (3) Practicality data were collected through

questionnaires to gather students’ and teachers’ responses regarding the use of Moodle-based e-learn-

ing. (4) The effectiveness of the product was evaluated using essay tests that incorporated indicators of

metacognitive skills (Corebima, 2006). (5) Data on students’ learning motivation were obtained through a

motivation questionnaire.

Research Procedure

The research procedure consisted of the following stages: (1) Define: This step included several

steps: front-end analysis, task analysis, learner analysis, concept analysis, and learning objectives analy-

sis. (2) Design: This step involved selecting instructional media, choosing the appropriate format, devel-

oping the product, and preparing instructional materials for face-to-face learning. It also included prepar-

ing e-learning media (Moodle) and designing the initial Moodle framework within a hybrid learning model

integrated with the GITTW strategy. (3) Develop: This step focused on developing instructional materials

and the Moodle platform within the hybrid learning model integrated with the GITTW strategy, which was

validated by three experts (validators). This was followed by product testing to evaluate the quality of the

Moodle-based hybrid learning model for biology subjects, and (4) Disseminate: This final step involved

large-scale experimental implementation, which is planned for the subsequent academic year.

Analyzing of Data

The data analysis technique employed both inferential and descriptive statistical analyses. The

analyses were carried out as follows: (1) feasibility validation was conducted through scoring, followed by

percentage calculation, and then categorized according to validity levels based on Hobri (2009), as follows:

strongly valid (4.6 to 5), valid (3.6 to 4.5), less valid (2.6 to 3.5), invalid (1.6 to 2.5) and strongly invalid

(less than 1.6). (2) The data related product practicality, Moodle-based e-learning, were gathered using

questionnaire from student and teacher. The responses were analyzed quantitatively using percentage

and categorized according to Arikunto (2002) as very practical (84%-100%), practical (68%-83%), quite

practical (52%-67%), less practical (36%-51%), and impractical (less than 35%). (3) The effectiveness

data were analyzed descriptively quantitatively using N-gain score based on (Hake, 199 C.E.), an N-gain

score ≤ 0.30 indicates low improvement, 0.30 < N- gain ≤ 0.70 indicates moderate improvement, and

0.70 < N-gain ≤ 1.00 indicates high improvement. (4) Student learning motivation was measured using a

questionnaire adapted from the ARCS (attention, relevance, confidence, and satisfaction) model of Keller

(1987). The questionnaire used a Likert scale consisting of very agree, agree, disagree, and very disagree.

Results

This study developed a Hybrid Learning model integrated with GITTW strategy, comprising lesson

plans, student worksheets, evaluation sheets, and GITTW-integrated Moodle-based e-learning media. The

learning model involved a combination of e-learning and face-to-face learning. The educational media prod-

uct (Moodle) produced was in the form of a website, taxticedu.com, and its implementation was based on the

GITTW strategy syntax. The research development model was the 4D development model (Four-D Models).

A. Define Media Moodle

At the define stage, the analysis of tasks revealed that the assignments provided by teachers did

not adequately support independent learning. Students had limited opportunities to explore information

in depth, and the flexibility of tasks was minimal, resulting in constraints related to time and collation for

www.ijcrsee.com

339

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

task completion. Furthermore, the methods for accessing tasks remained conventional, and the types of

assignments lacked variation, particularly in addressing diverse student learning styles. In the context of

blended learning, task design must prioritize accessibility, diversity, and flexibility. Through the integration

of e-learning media, tasks can be differentiated to accommodate various learning preferences, enabling

students to complete assignments anytime and anywhere without restrictions.

The student analysis considered gendered distribution and initial competencies related to the learn-

ing topic of viruses. Findings indicated that students’ prior knowledge of the subject matter was insuffi-

cient, and foundational understanding was limited. Students exhibited a range of learning styles, visual,

auditory, kinaesthetic, or mixed learning styles, which provided valuable insights for the design of instruc-

tional materials and media. Additionally, students’ motivation and interest in learning were found to be

low and in need of reinforcement. Another significant challenge was students’ limited proficiency in using

technological devices, which stemmed from the restricted availability of laptops, tables, or smartphones,

along with limited access to the internet and e-learning platforms such as Moodle and Google Classroom.

The concept analysis revealed that the subject matter ranged in complexity from simple to ad-

vanced. However, no instructional modules or teaching materials were available that clearly structured

and sequenced these concepts to build coherent understanding. Instructional delivery remained largely

conventional with limited access to supplementary resources. Therefore, the development of interactive

e-learning media is crucial. Media such as videos, infographics, animations, and simulations can enhance

students’ understanding and allow them to access complex content more independently and effectively.

Although the existing learning objectives encompassed cognitive, affective, and psychomotor do-

mains, they did not clearly reflect the targeted competencies. Several objectives lacked alignment with

instructional activities and media, resulting in weak learning outcomes. Thus, it is essential to develop

e-learning media, particularly using Moodle, as a flexible and adaptive platform. This approach can ac-

commodate diverse learning styles while enabling educators to present instructional content in a dynamic,

interactive, and competency-oriented manner.

B. Design Media Moodle

The Moodle media developed based on several criteria is shown in Table 1.

Table 1. Moodle development design

Development Design

Design Name

Hybrid Learning integrated with GITTW strategy

Sponsor DRPM Grant

Needs

innovative learning media to enhance learning motivation and metacognitive skills

Reasoning Most schools do not yet have Moodle-based e-learning media that supports hybrid learning.

Expected results Hybrid learning integrated GITTW strategy with media moodle is valid, practical and effective.

Customer Students who study in SMA Muhammadiyah grade X, Surabaya.

Design’s aim

Producing valid, practical, and effective lesson plans, student worksheets, evaluation sheets,

and Moodle-based e-learning as innovative learning media and resources that can enhance

learning motivation.

Knowledge, skills and

abilities of customer

Students have knowledge, skills, abilities in operating computers, laptops, and mobile phones,

making it easy for them to adapt to the Moodle platform

Feedback

Students can be motivated to learn, becoming independent learners to construct knowledge.

Helping teachers as a learning medium that supports hybrid learning

Benefits

The design produces innovative media and learning resources that facilitate students and

teachers in hybrid learning.

www.ijcrsee.com

340

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

The design format of the developed moodle e-learning consists of features presented in Table 2.

Table 2. A design of moodle

Component of e-learning Sub Component of e-learning

Hompepage (log-in page) Name of e-learning, log in of account, and information of e-learning

Main page (Dashboard) Site home, calendar, course name, timeline, and upcoming events

Site home Available course name

Course page Participants, introduction, pre-test, content competence, basic competence, learning

objectives, material content, forum discussion, student worksheet, quiz, and score

C. Development Moodle

Moodle and the accompanying instructional tools, including evaluation sheets and lesson plans,

are products specifically developed to support hybrid learning. The outcomes of the Moodle-based hybrid

learning model can be observed through several key components: (1) the front page (login page), (2) the

main page (dashboard), and (3) the course page. In this hybrid-based learning environment, all sessions

were conducted online for students who were unable to attend in person (outside the classroom), while

face-to-face instruction was provided for those present in class. Moreover, the Moodle-platform offers a

range of learning recourses, including condensed learning materials, instructional videos, and external

resource links. Each session incorporated interactive features such as discussion forums, chat func-

tions, assignments, quizzes, and attendance tracking. Assignments and assessments were designed

to be completed within a specific time frame, encouraging student responsibility and time management.

These features were strategically integrated to meet the pedagogical needs of both teachers and students

throughout the teaching and learning process.

The Moodle platform, accessible view https://tacticedu.com, has been equipped with user manual tailored

both for teachers and students. These guides are protected by copyright and serve as practical references to

facilitate the effective use of the platform. Figure 1 shows the main interface of the developed Moodle system.

Figure 1. Front page view of moodle http://tacticedu.com

The developed product consisted of a Moodle-based learning and supporting e-learning resources.

The resources included lesson plans, student worksheets, evaluation sheets, and validation instruments.

The product was evaluated by three expert validators to ensure its quality and relevance. Validation was

carried out through a comprehensive review of the developed components. This product was validated by

three expert validators. Validation was conducted by reviewing the developed product. Furthermore, the

validity of the Moodle-based learning platform and its associated learning recourses was assessed using

the validators’ evaluation, with the results presented in Table 3 through 8. The validation results for the

lesson plan yielded an average score of 4.41 across several evaluation aspects. This score falls within the

“valid” category, as shown in Table 3.

www.ijcrsee.com

341

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

Table 3. Result of the validation of the lesson plan

Aspect Average Scores Category

The identity of lesson plan 5.00

Strongly valid

The time allocation

4.00 valid

Learning achievement competencies include attitudes, knowledge and skills

4.25 valid

Development of course material 4.33 valid

The alignment between the learning model used and the learning steps 4.00 valid

The method learning can used based on suitability with the

characteristics of the objectives, situation, and conditions.

4.00

valid

Accuracy Learning steps

4.33 valid

The assessment is based on certain indicators and criteria 3.50 less valid

The Reference can used in the preparation of student worksheets and

course material

4.50 valid

Table 3 shows that all aspects of the lesson plan were categorized as valid to highly valid, with

exception of one aspect classified as “less valid”, namely “the assessment is based on certain indicators

and criteria,” which received an average score of only 3.50. This finding is noteworthy, as it suggests that

although the lesson planning was well-structured in terms of identity, content, and instructional methods,

the assessment component remained a critical weakness. This may indicate the need for improvement

in formulating evaluation indicators that are both appropriate and meaningful in relation to the learning

objectives and the metacognitive skills aimed to be developed.

The results of the validation from three expert validators on the student worksheets yielded an aver-

age score of 4.06, which is classified as “moderately valid”, as presented in Table 4.

Table 4. Results of the validation of student worksheet

Aspect Average Score Category

Content: the alignment of basic competencies with core competencies, the align-

ment of indicators and learning objectives, the alignment of objectives with tasks

4.50

strong valid

Presentation: relevance of the topic to the material, coherence of the material, and

supporting student assignments

4.00 valid

Language: A communicative, simple, and easy-to-understand language

4.00 valid

Display: accuracy of image layout, presentation clear and easy To understand 3.75 valid

Table 4 shows that the content aspect of the student worksheets received the highest score (4.50),

falling into the “strongly valid” category. This indicates that the primary strength of the worksheets lies in

the alignment between indicators, objectives, and learning activities with the core competencies. How-

ever, another notable finding concerned the display aspect, which received the lowest score (3.75) among

all evaluated components. Although still categorized as “valid,” this suggests that visual elements, such as

layout, image placement, and clarity of presentation, require further improvement. In the context of digital

learning, effective visualization plays a crucial role in enhancing student engagement and comprehension.

The results of the Moodle validation by three media expert validators yielded an average score of

3.97 across several aspects, as presented in Table 5.

www.ijcrsee.com

342

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

Table 5. Moodle-based e-learning validity results

Aspect Average Score Category

Layout Proportions (content area, header, and widget) 3.75 valid

Proposal Layout (text and image layout) from the material 3.50 less valid

The suitability of the header design and color proportions 4.00 valid

The suitability of font type and size selection 3.50 less valid

The appeal of the animation presentation, and the suitability of the animation with material

3.00 less valid

A simple and polite appearance (does not contain irrelevant images and objects) 4.00 valid

Ease of use of the program, navigation language and widgets in the program 5.00 strongly valid

Ease of interacting with the program and understanding the navigation structure 4.00 valid

Ease of login and logout from the program

5.00 strongly valid

Table 5 shows that the aspects of program usability and the login-logout process received a perfect

score of 5.00 and were categorized as strongly valid, highlighting Moodle’s strength in terms of technical

accessibility. However, an interesting finding emerged in the aspect of animation and its relevance to the

learning material, which received a score of only 3.00 and was categorized as less valid. This suggests

that although Moodle is highly accessible, the quality of interactive visuals such as animations require

improvement. Animation is a crucial element in biology instruction, particularly given the subject’s inher-

ently visual and procedural in nature.

The result of the course material validation by three expert validators, based on several aspects as

presented in Table 6, yielded an average score of 4.3, which falls into the “valid” category

Table 6. Course material validation results

Aspect Average Score Category

Scope: breadth and depth of content, structure and sequence content 4.75 valid

Clarity and the appeal of the material in aiding understanding. 4 valid

Clarity of instructions for solving practice questions, question formulation, and difficulty level

4.5 valid

Clarity of Language and information in image illustrations

4 valid

Table 6 shows that all aspects of the course material were categorized as valid, with the highest score re-

corded in content coverage (4.75). A noteworthy finding emerged from the fact that two aspects, the clarity and

attractiveness of the material, as well as the clarity of language and image illustrations, received a lower score

of 4. This indicates that although the content is comprehensive and well-structured, there remains room for

improvement in visual and narrative presentation to enhance both aesthetic appeal and ease of understanding.

The result of the validation on the evaluation sheet, an integrated metacognitive skills test in the

form of an essay questions, conducted by three expert validators yielded an average score of 3.91, which

falls within the “valid” category. The scores based on various aspects are presented in Table 7.

Table 7. Results of the evaluation sheet validation

Aspect Average Score Category

Material Aspect: the alignment of cognitive aspects measured with basic competencies,

the alignment of question items with learning objectives and cognitive aspects.

3.75

valid

Construction Aspects: clarity of instructions, assessment rubrics, and formulation of

concise sentences

4.00

valid

Language Aspect: Question items with well-structured sentences, communicative sen-

tences, easy to understand, and language that does not contain double meanings.

4.00 valid

Table 7 shows that all aspects of the evaluation sheet are categorized as valid, with the highest

score (4.00) achieved in the aspects of construction and language. Another noteworthy finding is ob-

served in the content aspect, which received the lowest score (3.75), although it still falls within the “valid”

category. This finding is significant, as the primary objective of an evaluation is to ensure that the assess-

ment accurately represents the competencies intended to be measured. If this alignment is lacking, the

effectiveness of learning outcomes measurement may be compromised.

www.ijcrsee.com

343

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

D. Implementation

The implementation of the GITTW-based hybrid learning model using moodle e-learning was car-

ried out at SMA Muhammadiyah 3 Gadung Surabaya, Indonesia, involving 80 students from the Grade

10 Science class during the first semester of the 2023-2024 academic year. The learning process com-

menced with an orientation on how to use the Moodle application, supported by a previously provided

tutorial video. The instructional sessions on the topic of viruses were delivered in three meetings, each

lasting 3 x 45 minutes.

The results of the rial implementation of the GITTW-based hybrid learning model through Moodle-

based e-learning were valid and reliable, as presented in Table 8.

Table 8. Test validity and reliability results

Aspect Average Score Category

Validity 0.42 – 0.82 valid

Reliability 0.634 high

Difficulty Index 0.23 – 0.31 average - difficult

Discrimination Index 0.23 – 0.44 good

Table 8 shows that the developed test instrument demonstrates a good validity, ranging from 0.42

to 0.82, and high reliability (0.634), indicating a trustworthy measurement quality. However, a noteworthy

finding lies in the difficulty index, which falls between 0.23 and 0.31, categorized as moderately difficult.

This suggests that the test items were relatively challenging for most students.

At the Implementation stage, a practicality test of the GITTW-based hybrid learning model integrated

with Moodle-based e-learning was conducted. The practicality test involved four teachers who completed

a teacher response questionnaire. The results of this evaluation, which reflect the teachers’ assessment of

the practicality of the Moodle-based e-learning integrated with the GITTW strategy, are presented in Table 9.

Table 9. Teacher response to moodle-based e-learning

Aspect Responses Percentage (%) Practical Category

Learning Display 88.22 Very practical

Content 77.18 practical

Display 87.98 Very practical

Operation 89.77 Very practical

Language

85.67 Very practical

Table 9 indicates that teachers rated almost all aspects of the Moodle-based e-learning as highly

practical, particularly in terms of operational ease (89.77%) and instructional design appearance (88.22%).

However, a notable finding appeared in the content aspect, which received a score of only 77.18% and

was categorized as practical rather than very practical. This suggests that although the platform was tech-

nically well-received, there remains room for improvement in the quality or depth of the instructional con-

tent to better align with pedagogical needs and teachers’ expectations. The results of the practicality test

of the GITTW-integrated Moodle-based e-learning as assessed by students are presented in Table 10.

The results of practicality test of the GITTW-integrated Moodle-based e-learning as assessed by

students are presented in Table 10.

Tabel 10. Student responses to moodle-based e-learning

Aspect Responses Percentage (%) Practical Category

Material suitability 82.11 practical

Display 85.89 Very practical

Operation 80.67 practical

Language

85.77 Very practical

www.ijcrsee.com

344

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

Table 10 shows that the operational aspect received the lowest score (80.67%) compared to other

aspects, although it still falls within the practical category. Despite the platform’s strong technical features,

this result may indicate that some students experienced minor technical challenges or had limited digital

skills in operating Moodle effectively. This is particularly relevant in the context of hybrid learning, which

demands a higher degree of technological autonomy from students.

Based on the analysis of both teacher and student responses to the GITTW-integrated Moodle-based

e-learning, the findings indicate that the developed product is highly practical and ready for implementation.

During the limited trial phase, the effectiveness of the GITTW-integrated Moodle-based e-learning,

was evaluated. This was carried out using an essay-type assessment instrument designed to measure

metacognitive skills. The results of the effectiveness test are presented in Table 11.

Table 11. Product effectiveness results

N-Gain Category Percentage

Height increase 57.50 %

Medium increase 31.25 %

Low increase 11.25 %

Based on Table 11, an interesting finding emerges in the dominance of the high-gain category,

indicating that the product has a significantly positive impact on learning outcomes. This suggests that the

intervention provided through the product is highly aligned with the learners’ needs and characteristics,

enabling the majority of students to gain maximum benefit.

The results of the learning motivation questionnaire, which measures the aspects of attention,

relevance, confidence and satisfaction, are presented in Table 12.

Table 12. Student learning motivation results

Category Percentage

Very agree 37.50

Agree 51.25

Disagree 11.25

Very disagree 0.00

Table 12 shows that no respondents chose the “very disagree” category (0.00%), indicating that all

participants responded positively to their learning experience. This reflects that the learning approach or

media used was not only effective but also emotionally and cognitively accepted by students, creating a

learning environment that supports internal motivation.

Discussions

This study developed a hybrid learning model integrated with the GITTW strategy and supported by

educational materials, including lesson plans, student worksheets, evaluation instruments, learning motiva-

tion observation sheets, questionnaires, and a Moodle-based e-learning platform. All instructional materials

were valid, effective, and practical. The classroom implementation of the Moodle-based e-learning system

demonstrated improved student engagement and enthusiasm, facilitated by smartphone usage to access

the Moodle application, where students independently searched for information to solve learning problems.

The Moodle-based e-learning platform can be accessed through http://tacticedu.com. This plat-

form provides various learning resources, including biology materials, images, videos, animations, and

learning activities for each session, such as attendance, discussion forums, chats, assignments, and

quizzes. These features are designed to simulate active student engagement. The assignment feature, in

particular, fosters students’ ability to search the internet for problem-solving information, thus supporting

innovative learning. As noted by Rasheed et al., (2020), innovative learning can be effectively achieved

by combining content and resources from both face-to-face and online learning modalities.

Survey results indicate highly positive responses from both teachers and students toward the

Hybrid Learning model integrated with GITTW strategies and the developed Moodle-based e-learning.

www.ijcrsee.com

345

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

Teachers noted that the Moodle platform is visually engaging and provides content that effectively sup-

ports classroom instruction. It enables teachers to align their teaching with the planned model syntax

and serves not only as a medium for content delivery but also as a platform for assigning and managing

student tasks. Teachers also reported that Moodle facilitates content delivery both in-class and beyond,

supporting the hybrid learning approach.

Student survey results also reveal increased interest and engagement in learning activities. The

multimedia factures such as images and videos make the content more comprehensible and appeal-

ing. Students collaborate in groups with clearly defined roles, each utilizing Moodle via smartphones to

complete tasks. The flexibility of the hybrid learning model allows students to self-direct and regulate

their learning activities. This aligns with findings from de Oliveira et al., (2022), who argue that Moodle

enhances active student engagement, fosters self-regulation, and promotes learner autonomy. Similarly,

Chiu (2021), asserts that digital tools play a critical role in supporting student participation in hybrid learn-

ing environments.

The hybrid learning encourages students to stay motivated and engaged, especially when they

can access video presentations via Moodle to reinforce understanding. This method helps students de-

velop confidence and persistence in addressing complex problems. The e-learning platform also enables

direct submission of assignments, eliminating the need for physical printing. The integration of interactive

multimedia via Moodle has proven to increase students’ learning motivation. Research by Helena and

Deborah (2024) emphasizes that platforms such as Moodle significantly influence motivation due to their

accessibility, interactivity, and flexibility, which align with students’ talents and interests. This is supported

by Frisnoiry and Darari (2020), who found that the use of Moodle substantially affects student motivation.

While Moodle supports both online and offline learning environments, it requires structured learning

strategies to help students focus on understanding and solving problems scientifically. The GITTW strat-

egy enhances this process by guiding students through investigation, solution planning, and the identifica-

tion of optimal outcomes, all of which are facilitated by internet access and Moodle features. Mustapha et

al. (2023) highlight that the integration of Moodle with structured learning strategies improves motivation

and fosters positive learner perceptions. Similarly, Gamage et al. (2022) state that Moodle enhances the

speed and efficiency of information retrieval, contributing to effective problem-solving. Thus, incorporating

learning strategies within Moodle provides clear direction in achieving educational objectives.

The GITTW strategy adopted in this study is a cooperative learning model that emphasizes stu-

dent autonomy, encouraging learners to take responsibility for planning and managing their own learning

processes. It supports the development of independent learning skills. The structured syntax of GITTW in

Moodle-based instruction guides students through stages of identifying problems, task delegation within

groups, conducting investigations, analyzing solutions, and concluding with self-assessment to reflect

on learning processes and outcomes (Listiana et al., 2020). Through this process, students are trained

to work independently, collaborate in teams, solve problems, and take ownership of their learning, skills

linked to the enhancement of metacognitive skills.

Above all, the integration of educational technology is vital for fostering self-regulated and inde-

pendent learning. The interactive Moodle platform enables teachers to facilitate deeper student engage-

ment. When paired with metacognitive guidance, students learn to plan, monitor, and evaluate their learn-

ing strategies to achieve goals in a hybrid learning context. The development of instructional materials

integrating the GITTW strategy significantly support this model of learning. Listiana et al., (2023) empha-

size that GITTW strategy promotes self-assessment and reflection and can be effectively applied in both

online and face-to-face learning environments.

Conclusions

This study aims to develop a hybrid learning educational tool by integrating the GITTW strategy into

instructional components, including lesson plans, evaluation sheets, and e-learning media like Moodle for

the biology subject at the senior high school level. The results demonstrate that the developed products

were valid, effective, and practical as they showed the potential to enhance students’ metacognitive skills

and learning motivation. These educational media are expected to support teachers in improving the quality

of biology instruction and can be widely applied to other subjects, provided that the unique characteristics

of both learners and subject matter are taken into account. Future studies could explore the development

www.ijcrsee.com

346

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

of Moodle by integrating Augmented Reality (AR), enabling students to learn about and explore the human

organ systems interactively. Through AR-enhanced learning, students would be able to access textual ma-

terials, watch instructional videos, and activate 3D models of human organs directly from their smartphones.

Limitations

This study has four limitations. First, the sample size was limited to 80 tenth-grade students from

a single private school in Surabaya, Indonesia, which constraints the external validity and generalizability

of the findings to a broader population. Moreover, the specific research context, characterized by uneven

digital infrastructure, revealed that not all students had adequate access or sufficient skills to operate the

Moodle platform, as indicated by the relatively lower operational response scores from students. Second,

although Moodle was perceived as highly practical by both teachers and students, the effectiveness test

was conducted on a small scale without a comparison group or a more robust experimental design. As

such, it remains uncertain whether the observed improvements in learning outcomes were solely attribut-

able to the intervention. Third, the data collected were predominantly quantitative, relaying on question-

naires, without the support of in-depth qualitative data such as interviews or observations that could

provide a more holistic understanding of the learning experience. Fourth, the sustainability of Moodle use

beyond the research phase was not evaluated. Therefore, further studies are necessary to investigate the

broader and long-term implementation of Moodle in diverse educational settings.

Acknowledgements

This project is supported and funded by DRPM of the Ministry of Research, Technology and High-

er Education of the Republic of Indonesia for the 2022 fiscal year, with Number SP DIPA-SP Number

DIPA-023.17.1.69052312022 date 17 November 2021. Special thanks are extended to the teachers who

facilitated access to classrooms and learning environments, and to the students whose participation pro-

vided meaningful data and reflections. Your contributions are deeply appreciated and have significantly

enriched the quality of this research.

Conflict of interests

The authors declare no conflict of interest.

Author Contributions

Conceptualization, L.L., F.R. and R.D.; methodology, R.D. and A.S.H.; formal analysis, F.R.;

writing—original draft preparation, L.L.; writing—review and editing, L.L., and F.R.; Supervision, A.S.H. All

authors have read and agreed to the published version of the manuscript.

References

Acosta-Gonzaga, E., & Ramirez-Arellano, A. (2021). The inuence of motivation, emotions, cognition, and metacognition on

students’ learning performance: A comparative study in higher education in blended and traditional contexts. SAGE

Open, 11(2).

https://doi.org/10.1177/21582440211027561

Aikina, T. Y., & Bolsunovskaya, L. M. (2020). Moodle-based learning: Motivating and demotivating factors. International Journal

of Emerging Technologies in Learning, 15(2).

https://doi.org/10.3991/ijet.v15i02.11297

Arikunto, S. (2002). Prosedur penelitian (suatu pendekatan praktik). Rineka Cipta.

Bahri, A., Idris, I. S., Muis, H., Arifuddin, M., & Fikri, M. J. N. (2020). Blended learning integrated with innovative learning strategy

to improve self-regulated learning. International Journal of Instruction, 14(1).

https://doi.org/10.29333/IJI.2021.14147A.

Bozkurt, A. (2022). A retro perspective on blended/hybrid learning: Systematic review, mapping and visualization of the schol-

arly landscape. Journal of Interactive Media in Education, 2022(1).

https://doi.org/10.5334/jime.751

Busara Niyomves, Noppakun Kunacheva, & Suntana Sutadarat. (2024). Hybrid learning: A Combination of face-to-face and

online learning. Journal of Education and Learning Reviews, 1(3). https://doi.org/10.60027/jelr.2024.673

Chang, Y. C., Li, J. W., & Huang, D. Y. (2022). A Personalized learning service compatible with moodle e-learning management

system. Applied Sciences (Switzerland), 12(7).

https://doi.org/10.3390/app12073562

Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Comput-

www.ijcrsee.com

347

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

ers in Human Behavior, 124. https://doi.org/10.1016/j.chb.2021.106909

Chiu, T. K. F. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COV-

ID-19 pandemic. Journal of Research on Technology in Education, 54(S1). https://doi.org/10.1080/15391523.2021.1891998

Corebima, AD. (2006). Metacognitive skill measurement integrated in achievement test. Journal of Polymer Science, Part A:

Polymer Chemistry, 35(17).

De Bruijn-Smolders, M., & Prinsen, F. R. (2024). Effective student engagement with blended learning: A systematic review. In

Heliyon, 10(23). Elsevier Ltd.

https://doi.org/10.1016/j.heliyon.2024.e39439

de Oliveira, P. D., da Veiga-Simão, A. M. V., Ferreira, P. C., & Ferreira, A. (2022). Perceiving learning regulation with moodle:

Implications for guidance. Revista Espanola de Orientacion y Psicopedagogia, 33(1).

https://doi.org/10.5944/reop.

vol.33.num.1.2022.33759

ElSayad, G. (2024). Drivers of undergraduate students’ learning perceptions in the blended learning environment: The mediation

role of metacognitive self-regulation. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12466-9

Essa, E. K. (2023). The effectiveness of hybrid learning in enhancing academic mindfulness and deeper learning of university

students. International Journal of Research in Education and Science, 9(1), 188–202. https://doi.org/10.46328/ijres.3081

Faathima Fayaza, M. S., & Ahangama, S. (2024). Systematic review of self-regulated learning with blended learning in digital space.

In IEEE Access. Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1109/ACCESS.2024.3470114

Frisnoiry, S., & Darari, M. B. (2020). Utilization of moodle in learning. Journal of Physics: Conference Series, 1462(1). https://

doi.org/10.1088/1742-6596/1462/1/012031

Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022). A systematic review on trends in using moodle for teaching and

learning. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-021-00323-x

Goyal, S., Khaliq, F., & Vaney, N. (2023). Implementation of the online learning management system ‘Moodle’ as a blended ap-

proach to online teaching. Indian Journal of Physiology and Pharmacology, 67(1). https://doi.org/10.25259/IJPP_208_2022

Gudkova, Y., Reznikova, S., Samoletova, M., & Sytnikova, E. (2021). Effectiveness of moodle in student’s independent work.

E3S Web of Conferences, 273. https://doi.org/10.1051/e3sconf/202127312084

Hake, R. R. (1999). Analyzing change/gain scores. In American Educational Research Association (Division D), Measurement

and Research Methodology. IndIana University

Helena, M., & Deborah, A. (2024). The inuence of using digital learning platforms on student learning motivation in the digital era.

Journal of Advanced Learning Media Development, 1(2), 58–70.

https://an-nahl.my.id/index.php/JALMD/article/view/9

Hobri. (2009). Metodologi Penelitian dan Pengembangan (Developmental Research) Aplikasi pada Penelitian Pendidikan

Matematika)/Methodology of Reseach and Development (An Application on Mathematics Education Research. FKIP

Jember University.

Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development,

10(3).

https://doi.org/10.1007/BF02905780

Listiana, L., Loka, N. M., & Gayatri, Y. (2023). Does student’s critical thinking and collaboration skills can empower through

investigation and thinking learning strategy? JPBI (Jurnal Pendidikan Biologi Indonesia), 9(3), 315–325. https://eric.

ed.gov/?id=EJ1411826

Listiana, L., Raharjo, & Hamdani, A. S. (2020). Enhancing self-regulation skills through group investigation integrated with think

talk write. International Journal of Instruction, 13(1). https://doi.org/10.29333/iji.2020.13159a

Listiana, L, Herawati,S, Hadi., S. E. (2016). Empowering students’ metacognitive skills through new teaching strategy (group

investigation integrated with think talk write) in biology classroom. Journal of Baltic Science Education, 15(3), 391-400.

https://doi.org/10.33225/jbse/16.15.391

Lonto, A. L., Delly, W. T., & Rorimpandey, W. H. F. (2021). Development of moodle-based interactive multimedia to implement

hybrid learning strategies in civic education learning. Advanced in Social Science, Educational and Humanities Re-

search, 603(Icss). https://www.atlantis-press.com/proceedings/icss-21/125965138

Min, W., & Yu, Z. (2023). A systematic review of critical success factors in blended learning. In Education Sciences, 13(5).

https://doi.org/10.3390/educsci13050469

Mitchell, M. G., Montgomery, H., Holder, M., & Stuart, D. (2008). Group Investigation as a Cooperative Learning Strategy: An

Integrated Analysis of the Literature. The Alberta Journal of Educational Research, 54(4), 388–395.

Mohd Mushtaq, & Zahir Iqbal. (2024). Hybrid pedagogies: Assessing the effectiveness of blended and ipped learning in digital

learning environments. International Journal of Emerging Knowledge Studies. https://doi.org/10.70333/ijeks-03-09-034.

Monika, M., & Anitha Devi, V. (2022). A systematic review on the effectiveness of metacognitive strategies and multimodal

tools in blended learning English language classroom. Theory and Practice in Language Studies, 12(11), 2239–2252.

https://doi.org/10.17507/tpls.1211.03

Mustapha, A. M., Zakaria, M. A. Z. M., Yahaya, N., Abuhassna, H., Mamman, B., Isa, A. M., & Kolo, M. A. (2023). Stu-

dents‘ motivation and effective use of self-regulated learning on learning management system moodle environment in

higher learning institution in nigeria. International Journal of Information and Education Technology, 13(1).

https://doi.

www.ijcrsee.com

348

Listiana, L. et al. (2025). Fostering Metacognitive Skills and Learning Motivation through Hybrid Learning with Innovative

Learning Strategies, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13(2),

335-348.

org/10.18178/ijiet.2023.13.1.1796

Peramunugamage, A., Ratnayake, H. U. W., Karunanayaka, S. P., & Halwatura, R. U. (2020). Designing online learning ac-

tivities for collaborative learning among engineering students. Advances in Intelligent Systems and Computing, 1134

AISC. https://doi.org/10.1007/978-3-030-40274-7_10

Raes, A. (2022). Exploring student and teacher experiences in hybrid learning environments: Does presence matter?. Postdigi-

tal Science and Education, 4(1). https://doi.org/10.1007/s42438-021-00274-0

Raman, A., Thannimalai, R., Rathakrishnan, M., & Ismail, S. N. (2022). Investigating the inuence of intrinsic motivation on be-

havioral intention and actual use of technology in moodle platforms. International Journal of Instruction, 15(1). https://

doi.org/10.29333/iji.2022.15157a

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic

review. Computers and Education, 144. https://doi.org/10.1016/j.compedu.2019.103701

Shchedrina, E., Valiev, I., Sabirova, F., & Babaskin, D. (2021). Providing adaptivity in moodle LMS courses. International Jour-

nal of Emerging Technologies in Learning, 16(2). https://doi.org/10.3991/ijet.v16i02.18813

Sibley, L., Lachner, A., Plicht, C., Fabian, A., Backsch, I., Scheiter, K., & Bohl, T. (2024). Feasibility of adaptive teaching

with technology: Which implementation conditions matter?. Computers and Education, 219. https://doi.org/10.1016/j.

compedu.2024.105108

Sukiman, Haningsih, S., & Rohmi, P. (2022). The pattern of hybrid learning to maintain learning effectiveness at the higher education

level post-COVID-19 pandemic. European Journal of Educational Research, 11(1). https://doi.org/10.12973/eu-jer.11.1.243

Tanak, A. (2020). Designing tpack-based course for preparing student teachers to teach science with technological pedagogi-

cal content knowledge. Kasetsart Journal of Social Sciences, 41(1). https://doi.org/10.1016/j.kjss.2018.07.012

Thiagrajan, Sivasailan, S. D. S. , Semmel. , M. I. (1974). Instructional development for training teachers of exceptional children:

A Sourcebook. Indiqana University Bloomington.

Tsoi, M. F., Goh, N. K., & Chia, L. S. (2004). Using group investigation for chemistry in teacher education. Asia-Pacic Forum

on Science Learning and Teaching, 5(1).

Türkmen, G. (2024). A Systematic review of group metacognition researches on online and face-to-face learning environments.

Journal of Learning and Teaching in Digital Age, 9(2), 64–84. https://doi.org/10.53850/joltida.1369928