Mathematics module based on problem-based learning to improve students’ metacognition

Abstract

Low student metacognition can be improved during the teaching and learning process. This study aims to obtain a mathematics module based on problem-based learning valid, practical, and effective. This research is development research. The development model used refers to the development model according to Budiyono. There are 3 stages in this research, namely preliminary study, product development, and product efficacy test. The population in this study was 8th-grade students of junior high school in Surakarta, Indonesia. Schools selection using a stratified cluster random sampling technique. The sample for preliminary field testing is 29 students. The sample for main field testing is 87 students. The instruments used in this study were module assessment sheets, student and teacher response questionnaires, metacognitive knowledge questionnaires, and metacognitive regulation tests. The results of this study are a mathematics module based on problem-based learning are valid based on expert judgment with very good categories, practical based on the assessment of teachers and students with very agreeable categories and effective because of increasing student metacognition after learning using mathematics module based on problem-based learning.