The Effectiveness of Integrating Learning Management to Online Project-Based Learning on Students' Metacognitive Abilities

Widodo, Bambang Sigit; Utaya, Sugeng; Sholeh, Muhamad; Nugraheni, Liknin

doi:10.46627/silet.v4i1.221

Cited by 3 publications

(1 citation statement)

References 36 publications

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“…Metacognition is a vital aspect of learning because a person's learning achievements are influenced by their metacognitive abilities. If every learning activity incorporates indicators of learning how to learn, optimal results can be DOI 10.18502/kss.v9i6.15302 achieved [12]. Metacognition is the ability that enables an individual to gain a broader understanding of their own thinking or comprehend how their thought processes work.…”

Section: Introductionmentioning

confidence: 99%

The Influence of STEM: Integrated PjBL Learning Models on Students' Mathematical Creative Thinking Abilities Examined from a Metacognitive Perspective

Purwati,

Indiati

et al. 2024

KSS

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The STEM-integrated PjBL learning model is one solution to enhance students’ creative mathematical thinking skills. Efforts to maximize students’ mathematical creative thinking abilities involve using a metacognitive approach. This research aims to (1) determine the effect of the STEM-integrated PjBL learning model on students’ mathematical creative thinking abilities in terms of metacognition and (2) investigate the interaction between the learning models and students’ metacognition levels (high, medium, and low) on students’ mathematical creative thinking abilities between the experimental and control classes. The population in this study consisted of all eighth-grade students at SMP Negeri 6 Jepara for the 2022/2023 academic year. The samples for this research were selected from class VIII-E and class VIII-G using a cluster random sampling technique. The research design employed was the posttestonly control group design. Data collection in the research included metacognitive questionnaires, written creative thinking tests, and documentation. Data were analyzed using a two-way ANOVA test followed by the Scheffe test. The results of the research indicate that (1) there is an influence of the STEM-integrated PjBL learning model on students’ mathematical creative thinking abilities in terms of metacognition, and (2) there is an interaction between the learning model and students’ metacognition levels on mathematical creative thinking abilities. Students who received STEM-integrated PjBL learning showed better results in terms of mathematical creative thinking abilities when compared to students who underwent conventional learning. Keywords: STEM integrated PjBL, think creatively, metacognitive

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Section: Introductionmentioning

confidence: 99%

The Influence of STEM: Integrated PjBL Learning Models on Students' Mathematical Creative Thinking Abilities Examined from a Metacognitive Perspective

Purwati,

Indiati

et al. 2024

KSS

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Nurturing soft skills and metacognition awareness through STEAM projectbased learning: A comprehensive need analysis

Nasir,

Othman,

Nastiti

et al. 2024

Int. j. adv. appl. sci.

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This study systematically analyzes educational literature using VOSviewer to explore the potential of developing STEAM Project-Based Learning (STEAMPjBL) for fostering soft skills and metacognitive awareness. Following the VOSviewer analysis, a needs survey was conducted with 36 lecturers and 232 students from Indonesia and Malaysia. This research uses a mixed-methods approach with an exploratory sequential design. Findings indicate a strong potential for STEAMPjBL to enhance students' soft skills and metacognitive awareness. Lecturer survey results highlight significant potential for STEAMPjBL development through collaborative networks among lecturers and institutions. Although most students were unfamiliar with STEAMPjBL, they expressed interest in using it in both classroom and extracurricular STEAM projects. From both the literature review and survey perspectives, the development of STEAMPjBL to promote soft skills and metacognitive awareness is essential.

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The Effect of Project-Based Learning Model and Learning Motivation on Writing Anecdotal Text Skills of Grade X Students

Septiviana,

Abdurrahman

2024

Stud. Learn. Teach.

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There are still problems in writing anecdote text because it requires a critical thought process. Based on the problem, this study aims to determine the effect of the Project-Based Learning model on the ability to write anecdotal text, then see the effect of student motivation, and finally see the form of interaction of the two independent variables on the dependent variable. The type of research used is quantitative with a pseudo-experimental method. The population of this study were grade X students of UNP Laboratory Development High School who were enrolled in the 2022/2023 academic year. The sample of this study were students of class X.B as an experimental class and X.A as a control class. The results showed that 1) the Project-Based Learning model influenced students' ability to write anecdotal text, 2) motivation does not affect students' ability to write anecdotal text, and 3) there is no interaction between the Project-Based Learning model and students' learning motivation.

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The Effectiveness of Integrating Learning Management to Online Project-Based Learning on Students' Metacognitive Abilities

Cited by 3 publications

References 36 publications

The Influence of STEM: Integrated PjBL Learning Models on Students' Mathematical Creative Thinking Abilities Examined from a Metacognitive Perspective

The Influence of STEM: Integrated PjBL Learning Models on Students' Mathematical Creative Thinking Abilities Examined from a Metacognitive Perspective

Nurturing soft skills and metacognition awareness through STEAM projectbased learning: A comprehensive need analysis

The Effect of Project-Based Learning Model and Learning Motivation on Writing Anecdotal Text Skills of Grade X Students

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