On student’s metacognition skill in solving division operation under the research-based learning implementation

Abstract

The HOTS (Higher-order thinking skill) is significantly important, especially in the twenty century. One of the indicators of HOTS is metacognition skill. This skill is related to how students can understand and control their learning styles and mechanisms. However, encouraging the rise of students’ metacognition skills is considered to be a challenging task for a teacher. Therefore, this research aims to develop the students’ metacognition skills under the implementation ofthe RBL (Research-Based Learning) model of teaching in solving division problems. This research uses a mixed-method combining a quantitative and qualitative approach in mathematics. The research subjects consisted of a control class of 28 students and an experimental class of 28 students. Data collection techniques utilizedtests, questionnaires, observation, and last interviews. The results show that after the implementation of the RBL model of learning, the percentage of students metacognition skills of the control class is classified as follows: very well developed is 7% of the number of students, well developed is 48%, developed 38%, fairly developedis 7 %, poorly developed is 0 % and very poorly developed is 0%. The experimental class gaining very well developed is 33 % of the number of students, well developed is 55%, developed is 10%, fairly developed is 2%, poorly developed is 0% and very poorly developed is 0%. The statistical analysis of the two classes indicates that the inferential t-test shows that the GIS (2-tailed) value is 0.000 (P ≤ 0.05). It implies there is a significant effect of RBL application on the students’ metacognition skills. Students under RBL implementation showed their metacognition skills higher than the students without RBLin solving division problems.