Critical Multiliteration: An Alternative Learning Model for Developing Metacognition Skills in Elementary School Students

Abstract

The purpose of this study is to explain how the metacognition thinking skills of 5th grade elementary school students use a critical multiliteration learning model. This research is an experimental study using a Non equivalent pretest posttest control groups design. The critical multiliteration learning model is applied to the experimental group and the traditional model is applied to the control group. The two groups were chosen not randomly but were chosen based on certain considerations. The number of samples in this study were 220 students with different academic abilities (low, medium, high). Pretest and posttest data were collected using essay questions. The data analysis of this study used the normality test, homogeneity test, and t test / mann-whitney test. The results show that there are interesting findings that the critical multiliteration learning model can significantly develop metacognitive thinking skills of elementary school students compared to traditional models. The results of this study contribute to the field of curriculum design and educational practitioners to improve the gap in the quality of education and enhance students’ metacognitive thinking skills effectively.