Abstract
This study aims to determine the comparison of problem-based learning strategies assisted by animated video and without video-assisted animation on the metacognitive abilities of high school students. This research uses a quasi- experimental type of research with a pretest-posttest control group design. The instrument used in this study was a 4-item essay-shaped question instrument, where each question contained indicators of metacognitive abilities, namely: 1) planning, 2) monitoring, and 3) evaluation. The results of the data were processed with the Microsoft Excel 2016 application to test the validity, reliability, level of difficulty, and differentiation. Meanwhile, for the normality test, homogeneity, and hypothesis testing using the SPSS 23 application. In this study, the results showed that the metacognitive abilities of students from the control class were higher than the metacognitive abilities of students from the experimental class because the significance value obtained was around 0.5 or greater than 0.05.
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