Comparing Metacognitive Skills In Problem-Based Learning

Syarif Hidayatullah State Islamic University Jakarta, October 24-25, 2018 Abstract- Metacognitive skills is a very important skill possessed by students regarding the ability for planning, monitoring and evaluating the cognition process in order to achieve its learning objectives. This research aimed to determine the comparison between Problem-Based Learning (PBL) combine Question Student Have (QSH) and Problem-Based Learning combine Learning Journal (LJ) toward students metacognitive skills. The research methods used Pretest-Postest Nonequivalent Control Group Design with ninety-six senior high school students in South Tangerang. The Anova Test result shows there are significant differences on metacognitive skill (F = 9,388, p < 0,05) with the intervention of PBL (control), PBL combine QSH (first experiment), and PBL combine LJ (second experiment). Tukey Test results showed there are significance difference on metacognitive skills with PBL versus PBL-QSH (p=0,000 < α = 0,05) and PBL versus PBL-LJ (p=0,010 < α 0,05). There was no significance difference on metacognitive skills between treatment PBL-QSH versus PBL-LJ (p=0,520 > α = 0,00). The three aspects of metacognitive skills, planning, monitoring and evaluation have significant differences in the overall treatment. Keywords—component; Metacognitive skill, problem-based learning, question student have, learning journalI.

Introduction

In this 21st century, people are being pushed and demand to master various skills. Thus, on this case, education is expected to prepare students mastering these various skills in order to be a successful individual in their life. Important skills in the 21st century are still relevant to the four pillars of life which include learning to know, learning to do, learning to be and learning to live together. Each of the four pillars consist of special skills that need to be empowered in learning activities. For example, critical thinking skills, problem solving, metacognition skills, communication skills, collaboration skills, innovation and creation skills, information literacy skill and many other [1].

One of the skills that students must have is the metacognitive skills. John Flavell defined metacognitive in the end of 1970’s as “cognition about cognition phenomena” or in short “thinking about thinking”[2]. Metacognitive refers to high-level thinking skills that enable active control regarding the relationship of cognitive processes in learning [3]. Metacognition is a person's knowledge and awareness about his cognition and ability to regulate his cognition process. Metacognition knowledge includes declarative, procedural and conditional knowledge. The process of cognition has three essential functions, namely planning, monitoring and evaluating the process of cognition in order to achieve the goals [4]. Based on the observation and interview in high schools located in South Tangerang, biology teachers stated that metacognitive skills are new, assessment for metacognitive skills is still small, and there is no specific learning model to improve students' metacognitive skills.

Students begin learning when faced with problems, at that time the conditions creates stimulus in student’s metacognitive experience. Skilled problem solvers reflect the metacognitive skills used during the problem solving process [5]. Thus, we need a problem-oriented learning model. Problem-based teaching is an effective approach in teaching high-level thinking processes. Problem-based teaching is a learning approach where students work on authentic problems with the intention of compiling knowledge, developing inquiry, high-level thinking skills, developing independence and confidence [6].

Research from Danial [7] and Arifah [8], revealed that Problem-based Learning (PBL) strategy has a very significant effect on student metacognition skills. Meanwhile Yeyendra [9] and Fathonah [10] research results revealed that the effect of using Learning Journals (LJ) with the Problem Based Learning method can increase the average metacognitive ability of students. Another fact, in a study by Kristiani [11]; revealed that there is a positive relationship between metacognitive skills and cognitive learning outcomes of students in the use of scientific learning in the 2013 biology learning high school curriculum. Therefore, Edwinsyah & Sulistyo [12] research shows that the question strategy has asignificant influence on learning outcomes; it is in accordance with research that the Question Student Have (QSH) strategy has an influence on learning outcomes. However, information related to the effectiveness of learning journals and student have questions integrated with problem solving models of metacognitive skills is still minimal. Hence, this paper presents the findings of student’s metacognitive skills towards the integrated QSH PBL model and LJ’s integrated PBL model.

Research Method

This paper used quasi experiment with nonequivalent pretest-posttest control group [13]. There are a total of 96 students involved with this research, consisting of 35 male and 61 females with 32 students in the PBL experiment QSH integrated, 30 students PBL integrated learning journals and 34 students in control class. Metacognitive skill instruments are given before and after treatment in formal classroom learning settings to 10th grade high school students in South Tangerang. The research instrument is in a form of description test. The instrument used refers to the instrument of metacognitive skills that have been developed by Zulfiani, et al. [14] on the development of metacognitive skill instruments includes cognitive questions on open ended problem solving forms accompanied by questions that refer to metacognitive skills. The metacognitive test instruments skills are calibrated in advance through several test stages such as validity, reliability, differentiation and level of difficulty. Based on the calibration test results, the number of instrument questions consisted of 9 metacognitive skill questions and 3 cognitive description questions with a Cronbach Alpha value of 0. 746 (high category). The data analysis used is a prerequisite test and hypothesis testing with the help of SPSS22. Prerequisite test uses normality test (Kolgomorov-Smirnov test) and homogeneity (Levene test). While testing the hypothesis using Anova test and Tukey test (parametric) and Kruskal Willis test (nonparametric).