The Effectiveness of the Problem-Based Learning Model with Metacognition Strategies in Terms of Junior High School Student’s Problem Solving Ability and Self-Efficacy
Abstract
This study aims to describe the effectiveness of the Problem-Based Learning model with metacognition strategies on junior high school students' problem-solving abilities and self-efficacy in statistics. This study is a quasi-experimental study with a non-equivalent control group pretest-posttest design, so there are experimental and control classes. The experimental class uses the Problem-Based Learning model with metacognition strategies, while the control class uses the Problem-Based Learning model. The research population is eighth-grade students at SMPN 2 Mlati with purposive sampling. The research instruments were observation sheets, pretest-posttest problem-solving skills, and self-efficacy questionnaires, which had been validated. The data analysis used was Hotteling's T2 multivariate difference test, one sample t-test, and independent sample t-test. The results of the study with α=0.05 showed that: (1) the PBL model with metacognition strategies applied at SMPN 2 Mlati in statistics material was effective in terms of problem-solving skills and self-efficacy; (2) the PBL model applied at SMPN 2 Mlati in statistics material was effective in terms of problem-solving skills and self-efficacy; (3) the PBL model with metacognition strategies applied at SMPN 2 Mlati in statistics material is more effective than the PBL model in terms of problem-solving skills and self-efficacy.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i11.7168
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