Effectiveness of Problem-Based Learning Model with Metacognition Strategy in View of Students' Mathematical Literacy and Disposition Ability
Abstract
The problem in this study is that the learning model used in schools is still not appropriate, causing less than optimal student learning outcomes. This study aims to describe the effectiveness of the Problem Based Learning model with a metacognition strategy in terms of students' mathematical literacy and disposition. This research is quasi-experimental research using a pretest-posttest nonequivalent multiple-group design. The sample was selected by purposive sampling, and VIII A class using the PBL model with a metacognition strategy and VIII E using the PBL model were selected. Data collection in this study used tests and non-tests. Test to determine the average vector for two independent samples using Hottellings T^2 test followed by a one-sample t-test to test the effectiveness hypothesis. Research results: (1) The PBL model with metacognition strategy and the PBL model are effective in terms of mathematical literacy and disposition; (2) The PBL model with metacognition strategy is more effective than the PBL model in terms of mathematical disposition, but the effectiveness of both classes is the same in mathematical literacy.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i6.6749
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