Abstract
This study aims to analyse the difference of metacognitive awareness of treatment (using Blended Project Based Learning) and control class. This is a quasi-experimental research with Non-equivalent Control Group Design. This research was conducted at Department of Biology Education, University of Muhammadiyah Malang, in the first semester of the academic year 2014/2015. Metacognitive awareness of treatment class and control class was measured by using Metacognitive Awareness Inventory. Metacognitive awareness difference analysed with One-way ANOVA, processed with SPSS 22 for Windows. The results showed that there were difference Mean values in metacognitive awareness (knowledge about cognition and regulation of cognitive) between treatment and control. Mean value of treatment class was higher than control class. It means that Blended Project Based Learning effectively to develop and stimulation metacognitive awareness of new students (Biology teachers candidates).
Highlights
This study aims to analyze the difference of metacognitive awareness of treatment and control class
Typical representations of metacognitive are based on the argument that it is comprised of two components or dimensions
Sart analyzed that the results show that most (86%) participants agree that the project-based learning environment by solving different problems in cases is much better (32%) than traditional environment
Summary
Applied learning in the classes of prospective teachers, from the beginning they go to college, must build intellectual curiosity like an expert (Husamah, 2014). One form is the description of the competencies they have a habit of thinking (White et al, 2011; Husamah & Pantiwati, 2014)
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