The Effect of Problem-Based Learning Model and Blended Learning Model to Metacognitive Awareness as a Reflection Towards a New Normal Era

Yuan, Kris; Aftoni, Aftoni; Çobanoğlu, Ömer

doi:10.21831/jptk.v26i2.32783

Cited by 15 publications

(10 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings of this study are in line with several previous studies that also analyzed the effect of implementing PjBL on students' metacognition before the pandemic occurred (Lukitasari et al, 2021;Pratiwi, 2018;Rumahlatu & Sangur, 2019). In addition, this study also strengthens the findings of previous studies that reveal the potential of blended learning in developing students' metacognition (Suwono, Susanti, & Lestari, 2017;Yuan, Aftoni, & Çobanoğlu, 2020). Blended learning is the most likely form of learning applied in the pandemic era.…”

Section: Discussionsupporting

confidence: 89%

Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL

et al. 2022

View full text Add to dashboard Cite

Currently, the Covid-19 pandemic has become a significant problem faced by the world of education. The presence of Covid-19 has affected the teaching and learning process in various countries. Almost all countries implement physical distancing policies so that many schools are forced to replace face-to-face learning with online learning based on information and communication technology. The limitations of face-to-face activities in online learning are an obstacle for education, especially in the pandemic era. Moreover, the development of science and technology in the 21st century provides new challenges for the world of education, requiring students to have cognitive skills and metacognitive skills. This quantitative study investigates the effect of the project-based learning-based enriched virtual learning model on students' metacognitive skills. The research design was quasi-experimental with a nonequivalent control group design involving 40 students (22 male students and 18 female students) in class VII. Metacognitive skills were measured using a metacognitive rubric. Data collection is done by using pre-test, post-test, and assignment. Successively, the test used to analyze the metacognitive skills data was One-Way ANCOVA. The results showed that the project-based learning-based enriched virtual learning model significantly affected metacognitive skills (Sig = 0.000). Overall, students got a very memorable experience when following the learning stages so that the model can be used as a reference for use in the following science lesson.

show abstract

Section: Discussionsupporting

confidence: 89%

Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL

et al. 2022

View full text Add to dashboard Cite

show abstract

“…This research was a quantitative and qualitative research with descriptive analysis (Yuan et al, 2020). The research sample was 19 teachers at Vocational High School I Nur Hasanah, North Sumatra.…”

Section: Metodementioning

confidence: 99%

The Effectiveness of Problem-Based Learning Method in the Implementation of 2013 Curriculum at Vocational High School

Astriyanda,

Afrizal,

Stevani

2023

JSSR

View full text Add to dashboard Cite

This study aimed to describe the initial conditions of learning in the application of the 2013 Curriculum and learning conditions after implementing problem-based learning. This research was part of the development of a problem-based learning model in implementing the 2013 curriculum. The sample in this study was 19 teachers who applied problem-based learning in implementing the 2013 curriculum at Vocational High School I Nur Hasanah, North Sumatra. Data was collected using a questionnaire technique through focused group discussion. Data analysis was carried out descriptively. The results of the first year's research showed that: (1) Problem-based learning had the potential to be applied in the implementation of the 2013 Curriculum in Vocational High Schools. Teacher readiness in implementing the 2013 Curriculum was included in the high category with an average price of 96.73 and an achievement score of 82%. The suitability of learning implementation in the application of the 2013 Curriculum was included in the high category with an average of 152.26 and an achievement score of 78%. Most of the teachers stated that problem-based learning was appropriate to be applied in every subject in the implementation of the 2013 Curriculum; (2) Problem-based learning was proven to be able to increase student competency in terms of abilities and attitudes.

show abstract

“…Beberapa hasil penelitian menunjukkan kelebihan blended problem-based learning diantaranya blended problem-based learning efektif dalam meningkatkan KPM pada materi ekologi (Pitaloka & Suyanto, 2019), KPM matematis (Amin et al, 2021), dapat meningkatkan kemampuan analisis dan komunikasi matematis siswa (Abas et al, 2019). Blended problem-based learning efektif menjadikan pembelajaran aktif dan meningkatkan pengetahuan siswa (Darwis et al, 2020;Shimizu et al, 2019) serta kesadaran metakognitif siswa (Yuan et al, 2020).…”

Section: Pendahuluanunclassified

Analisis Kemampuan Pemecahan Masalah Matematis Ditinjau dari Kemandirian Belajar pada Pembelajaran Blended Problem-Based Learning

Aminah

Sembiring²,

Prastiti³

2022

Cendekia

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk menganalisis penyebab utama rendahnya kemampuan pemecahan masalah (KPM) matematis siswa dan mengkaji efektivitas pembelajaran blended problem-based learning ditinjau dari kemandirian belajar siswa. Metode penelitian yang digunakan adalah mixed methods sequential exploratory. Subjek penelitian adalah siswa kelas XI MIPA. Teknik pengambilan subjek penelitian kualitatif secara purposive sampling masing-masing 2 siswa dengan kategori kemandirian belajar tinggi, sedang, dan rendah. Sedangkan penelitian kuantitatif dengan teknik cluster random sampling diperoleh kelas eksperimen dan kelas kontrol. Kemandirian belajar sebagai variabel bebas dan KPM matematis sebagai variabel terikat. Pengumpulan data melalui angket, wawancara, observasi, dokumentasi, dan tes. Analisis data menggunakan analisis deskriptif, uji One sample t-test, uji independent sample t-test, dan uji regresi linier sederhana. Hasil penelitian menunjukkan bahwa penyebab rendahnya KPM matematis adalah siswa dengan kemandirian belajar sedang dan rendah. Siswa dengan kemandirian belajar sedang kurang mampu dalam memeriksa kebenaran solusi yang diperoleh sedangkan siswa dengan kemandirian belajar rendah hanya mampu mengidentifikasi data diketahui, data ditanyakan, dan kecukupan data untuk pemecahan. Siswa dengan kemandirian belajar tinggi mampu memenuhi semua indikator KPM. Hasil penelitian juga menunjukkan KPM matematis siswa kelas eksperimen mencapai ketuntasan belajar minimal, KPM matematis siswa kelas eksperimen lebih baik daripada kelas kontrol, dan terdapat pengaruh positif kemandirian belajar terhadap KPM matematis siswa pada kelas eksperimen sebesar 61,5%. Berdasarkan uji efektifitas diperoleh bahwa pembelajaran blended problem-based learning efektif meningkatkan KPM matematis siswa.

show abstract

The Effect of Problem-Based Learning Model and Blended Learning Model to Metacognitive Awareness as a Reflection Towards a New Normal Era

Cited by 15 publications

References 11 publications

Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL

Metacognitive Skills of Junior High School Students in a Pandemic Period Based on the Enriched Virtual Model of PjBL

The Effectiveness of Problem-Based Learning Method in the Implementation of 2013 Curriculum at Vocational High School

Analisis Kemampuan Pemecahan Masalah Matematis Ditinjau dari Kemandirian Belajar pada Pembelajaran Blended Problem-Based Learning

Contact Info

Product

Resources

About