The influence of reading skills, critical thinking skills, and metacognition on comprehension of explanatory text: context of middle school science lessons

Abstract

Reading Skills, Critical Thinking, and Metacognition are several factors that influence students' success in taking science lessons. In general, Science, like other lessons, consists of explanatory texts that contain various information related to scientific concepts. Unfortunately, in general, the science learning outcomes of students in Indonesia, including in Jambi, are still relatively low. This research aims to determine the influence of reading skills, critical thinking, and Metacognition on understanding explanatory texts in the context of science learning. This research applies a correlational quantitative method approach. All variable data in this research was obtained through tests. The test instrument used is a set of questionnaire questions for the variables RS, CTS, and Metacognition, as well as multiple choice questions for understanding the explanatory text. The respondents involved in this research were 136 junior high school students in Jambi City. Data analysis was carried out with the help of SPSS 25 software, especially regarding statistical correlation tests between variables. Participants showed a relatively positive level of each variable (reading skills, critical thinking skills, Metacognition, and understanding of explanatory text). In addition, a strong correlation was found between reading skills (RS) and critical thinking skills (CTS), and Metacognitive Ability (MA) was significantly correlated with Explanatory Text Comprehension (PTE). The T-test results show that the correlation of each of these variables is significant. Successively, the correlation between the three variables, namely RS, CTS, and Metacognition, has different levels of correlation, namely 0.477**, 0.770**, and 0.404**, respectively. Conclusion: The T-test results show that the correlation of each of these variables is significant. Successively, the correlation between the three variables, namely RS, CTS, and Metacognition, has different levels of correlation, namely 0.477**, 0.770**, and 0.404**, respectively. Therefore, science teachers need to carry out learning that begins with effective and consistent reading activities, provide challenging questions that have the potential to trigger an increase in CTS, and assist in learning planning for students. With increasing challenges, these learning activities can be carried out synchronously and asynchronously. In the future, students will be required to read Science explanatory texts more often in recreational digital environments than in academic digital environments.