Metacognitive Skills for the Integrated Problem Based Numbered Head Together Learning

Abstract

This quasi-experimental study aimed to examine the effectiveness of four learning models, namely Problem Based Learning; Numbered Heads Together; their combination; and conventional in improving students’ metacognitive skills. The study employed a pretest-posttest non-equivalent control group with the design of a 4 x 2 factorial pattern. The study population consisted of 1.050 tenth graders from all public senior high schools spread in Jeneponto Regency. A random sampling method was used to select 198 students: 87 (43.94%) were males, and 111 (56.06%) were females. Students’ metacognitive skills were measured by performance on an essay test conducted in the beginning and at the end of research activities. Data analysis was performed using descriptive and inferential statistics. The results showed that students’ metacognitive skills could vary when they were exposed to different learning models. The students’ metacognitive skills were also affected by their academic abilities. Findings of the present study suggested that the integrated PBL and NHT was the best combination of learning models that can be used to improve upper academic ability students’ metacognitive skills.