Development and Validation of Learning Strategy for Metacognitive Skills Empowerment: PBLRQA (PBL integrated with Reading, Questioning, and Answering)

Abstract

Traditional learning strategies were still dominated the pattern of lectures at the Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Indonesia. This strategy was not optimal to empower metacognitive skills of students. Problem Based Learning (PBL) is a constructivist learning strategy that could potentially in empowering metacognitive skills. The implementation of PBL has revealed various benefits, but there was also some weakness. Thus, it required a learning strategy, which is expected to cover that weakness of PBL as Questioning, Reading, and Answering (RQA) learning strategy. RQA is a learning strategy developed based on the fact that almost all students do not read the upcoming lecture materials, causing failure of learning strategy planned and finally the students’ comprehension becomes low. Integration PBL and RQA is called PBLRQA learning strategy. This research was a research and development (R & D). This article reports the development and validation of the PBLRQA strategy. The research using 4D model (Define, Design, Develop, and Dissemination). The result of research showed that this learning strategy and its learning instrument to be a valid strategy and learning instrument of metacognitive skills empowerment. Teacher can use this strategy in other lectures and consider with the learning material characteristics.