The Effects of Problem-Based Learning (PBL) Model, Educational Techniques, Creative Thinking Skills, Self-Confidence and Metacognitive Skills on Students' Biology Information Retention

Abstract

Student retention in science education remains a critical challenge, particularly in Biology, where conceptual complexity often leads to limited long-term understanding. This study aims to investigate how metacognitive skills mediate the relationship between instructional strategies and students’ retention in Biology, focusing on the effects of Problem-Based Learning (PBL), educational technology, creative thinking skills, and self-confidence. A quantitative, cross-sectional research design was used, involving 329 senior high school students in Gorontalo, Indonesia. Data were gathered through validated questionnaires and observation sheets, then analyzed using descriptive statistics and Structural Equation Modeling-Partial Least Squares (SEM-PLS). Descriptive results showed that the PBL model and educational technology were rated positively, while creative thinking, self-confidence, metacognitive skills, and retention were rated moderately high. SEM-PLS analysis revealed that PBL, educational technology, creative thinking, and self-confidence significantly influenced metacognitive skills. Creative thinking and self-confidence also had significant direct and indirect effects on retention. However, PBL and educational technology had no significant direct effects on retention, although their indirect effects through metacognitive skills were significant. Metacognitive skills play a pivotal mediating role in enhancing student retention in Biology. The findings underscore the need to integrate instructional methods and learner attributes that support metacognitive development, offering valuable insights for science educators and curriculum designers.