Learning Styles’ Role in Enhancing Metacognition and Biology Achievement Using RQAAD

Modern education requires students to develop high metacognitive awareness for effective learning management, which supports applying the RQAAD model based on learning styles. This study investigates the effect of learning styles on metacognitive awareness and biology learning outcomes using a quasi-experimental method with a pre-test-post-test design at SMAN 3 Jember. Unlike previous research, which primarily explores learning styles and metacognitive awareness separately, this study investigates their combined impact on student learning outcomes. A more comprehensive comparison with prior studies is provided to emphasize the findings' academic contribution and contextual significance. The sample consisted of 72 students from classes XI-1 and XI-2, analyzed using ANACOVA in SPSS 26. The results showed that learning styles, especially kinesthetic learners, significantly affect metacognitive awareness (p = 0.007). However, learning styles did not significantly affect cognitive learning outcomes (p = 0.104) or psychomotor learning outcomes (p = 0.312). One-way ANOVA test significantly affected affective learning outcomes (p = 0.039), especially in visual learners. This study collected data through standard learning style assessments, metacognitive awareness inventories, and biology learning outcome tests. Findings emphasize the role of learning styles in improving metacognitive awareness and affective learning in the RQAAD model, underscoring the importance of personalized teaching strategies to optimize student learning experiences. Keywords: Biology learning outcomes; Learning styles; Metacognitive awareness; RQAAD learning model