Physics Learning with Metacognitive Approach through Problem Based Learning (PBL) and Reciprocal Learning (RL) model Viewed from Students' Critical Thinking Skill

Sulasih Sulasih,Suparmi Suparmi,Sarwanto Sarwanto

doi:10.20961/ijpte.v2i0.19896

Sulasih Sulasih, Suparmi Suparmi + Show 1 more

Open Access

https://doi.org/10.20961/ijpte.v2i0.19896

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Abstract

<p class="Abstract">Teachers have not been optimal in strengthening students' cognitive awareness in learning physics. This study aims to determine the effect of learning with a metacognitive approach through Problem Based Learning (PBL) and Reciprocal Learning (RL) model among students who have high critical thinking ability and low critical thinking ability. This research is an experimental study with the 2x2x2 factorial design. Object research is students of grade 11 science class in a high school in Central Java. The sample was obtained by cluster random sampling technique obtained by one class as an experimental and another class as a control. Data collection techniques use test techniques for their cognitive learning outcomes as well as their critical thinking skills and questionnaire and observation techniques for their attitude and skill learning outcomes. Analysis of the data using ANOVA 2 ways. The results show: (1) there are differences in learning outcomes between students who were given Physics learning model of PBL with reciprocal learning model. (2) There are differences in learning outcomes between students who have high critical thinking skills and low critical thinking skills. (3) There is no interaction between physics learning of PBL model and Physics learning of reciprocal learning model with students' critical thinking ability.</p>

Highlights

The current learning tends to be mastered by the teacher so that the students are less active, the teacher gives the students request, and the teacher explains the students listen
(3) There is no interaction between physics learning of problembased learning model (PBL) model and Physics learning of reciprocal learning model with students' critical thinking ability
One model that can be used to overcome these problems with problembased learning model (PBL) and Reciprocal learning involving students active in gaining knowledge

Summary

Introduction

The current learning tends to be mastered by the teacher so that the students are less active, the teacher gives the students request, and the teacher explains the students listen. Problems in the learning activities of Physics class XI is students do not like and do not know the nature of physics, it makes students feel difficulty in understanding the physics itself. Students have difficulties to ask the teacher when the learning is taking place, this is the obstacle to the student's learning. They have not been able to analyze the material being studied. Students lack enthusiasm in learning which is likely caused by unattractive, saturating and monotonous learning activities. According to this problem, they required a model that can increase awareness the importance of learning in order to achieve satisfactory learning achievement. One model that can be used to overcome these problems with problembased learning model (PBL) and Reciprocal learning involving students active in gaining knowledge

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