The Effect of Problem-Based Learning Model and Blended Learning Model to Metacognitive Awareness as a Reflection Towards a New Normal Era

Kris Yuan,Aftoni Aftoni,Ömer Çobanoğlu

doi:10.21831/jptk.v26i2.32783

Abstract

This study aimed to determine differences in the level of metacognitive awareness and learning outcomes of students who learn through problem-based learning model-assisted blended learning on technical drawing material as a reflection towards new normal era education. This study used a test instrument and metacognitive questionnaire with the results of a validity level of 92.58% and the Alpha Cronbach reliability coefficient was categorized as high with a score of 0.876. The research sample was carried out at the state of vocational high school in two classes. Experimental classes learned with a problem-based model were aided by blended learning and a control class learned through a problem-based model. The results showed a significant difference in cognitive domain learning outcomes in the experimental class and metacognitive awareness of students in the two research classes so that this learning model could be used as a reflection in the learning activities of the new normal era.

Highlights

The world of education is affected by Covid-19 so that learning activities have decreased and the role of teachers in the classroom
To obtain two research classes, namely experimental class students learning with problem-based learning models assisted by blended learning (N=31) and students in control classes learning with problem-based learning models (N=31)
The metacognitive awareness questionnaire aims to find out the metacognitive ability of students to find information on how much desire or encouragement is in students to make decisions in their learning to reach an understanding of technical drawing properly

Summary

Introduction

The world of education is affected by Covid-19 so that learning activities have decreased and the role of teachers in the classroom. The teacher as a facilitator provides learning experiences to students by expressing a problem or phenomenon that exists and is experienced by students in daily life. Learning activities become more meaningful if they present real problems as a stimulus for student learning. Learning technical drawings is more directed at the construction of broad knowledge and train students to solve a problem systematically. To make it easier for students to find concepts independently, it is necessary to apply constructivism-based learning strategies to maximize students' thinking abilities. One alternative strategy needed to improve students' understanding to construct broad knowledge is to apply constructivist-based learning strategies [1].

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Conclusion