Abstract
This paper outlines the effect of REAL model in enhancing students' metacognitive abilities on abstract physics topics, such as electricity and magnetism. The study employed a pre-test and post-test quasi-experimental design with a control group. The experiment group (n = 30) was taught using the REAL model while control group (n = 30) was taught using the traditional method. REAL model includes recognizing the concept of targets through analogies, explaining concepts with multiple representations, applying concepts to sample solutions, and looking back at self-weakness through reflection self. Pre-test and post-tests were given at the beginning and at the end of the treatment for each group. Data were analyzed by descriptive and inferential methods. The results showed that REAL model has a positive effect in increasing students’ metacognitive ability shown by significant n-gain difference between experiment and control groups. During the study, students also felt motivated and more confident in solving physics problems shown by more than 80% of them responded positively to the learning model.
Highlights
Physics is a part of science studied from elementary school to university level
The results showed that REAL model has a positive effect in increasing students’ metacognitive ability shown by significant n-gain difference between experiment and control groups
Based on independent sample t-test of n-gain of metacognitive ability between experiment and control group, it is obtained that p < 0.05, which means that n-gain of students taught by REAL model is significantly higher than students taught by traditional model
Summary
Physics is a part of science studied from elementary school to university level. Physics consists of several topics, such as kinematics, dynamics, waves and optics, temperature and heat, electricity and magnetism, etc. Electricity and magnetism topics are one of the most challenging topics. Many problems in electricity and magnetism are very difficult to solve for students [1, 2] due to the abstractness and involving complicated mathematics [3]. It is necessary to have the appropriate thinking and learning strategies. Learning strategies can foster a positive attitude of students in learning [4]. [5] divides the learning model into two major groups, namely the teachercentered and the student-centered interactive learning model.
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