Abstract
This study aims to compare the effectiveness of real object-based learning and blended learning towards students’ metacognitive knowledge in ecosystem material. This research is a quasi-experiment using a pretest-posttest comparison group design. The population of this study was all students of class X in Bantul Public High School 1 and Bantul Public High School 2. The sample of this study was class X MIA 3 students as experimental group 1 and class X MIA 6 students as experimental group 2 in Bantul Public High School 1 and class X MIA 4 students as experimental group 1 and class X students MIA 6 as experimental group 2 in Bantul Public High School 2 which is determined through cluster random sampling. Data collection techniques in this study used tests and questionnaires. The research data analysis technique uses One Way ANOVA tests to determine the effect of real objects and blended learning on students’ metacognitive knowledge. The results showed that the two learning methods did not have a significant effect on students’ metacognitive knowledge, but blended learning had a higher average increase in metacognitive knowledge than real object-based learning.
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