The analysis of STEM-PjBL implementation and its effect on students’ metacognition skills in resolving social arithmetic problems

Abstract

Students' metacognition skills are expected to improve with the implementation of STEM-based learning. This research aims to analyze the implementation of STEM-based learning and its effect on students' metacognition skills in solving social arithmetic problems. The method used in this study is a mixed method, which combines qualitative and quantitative methods. The research subjects were elementary school students consisting of 11 experimental class students and 11 control class students. Both classes were given different treatments. The instruments of this study were tests, observations, and interviews. Quantitative methods are used to analyze differences in student learning outcomes in both classes, while qualitative methods are applied to analyze students' metacognition skills. The results showed that there were significant differences between the two classes applying STEM-based learning and conventional learning models. Statistical results show that the significance of the 2-tailed t-test independent sample in the post-test is 0,000 or α ≤ 0.05. It shows that the implementation of STEM-based learning significantly influences students' metacognition skills in solving social arithmetic problems. Based on the results of the phase portrait analysis, it is known that students in the control class have relatively low metacognition skills and the experimental class has relatively higher metacognition skills which can be seen from the number of indicators mastered by each student.