THE EFFECT OF SMART-PBL LEARNING STRATEGY AND ACADEMIC-SELF REGULATED LEARNING ON METACOGNITIVE AND PROBLEM-SOLVING SKILLS IN LEARNING CHEMISTRY

Abstract

Learning chemistry in the 21st century should emphasize higher-order thinking skills such as metacognitive and problem-solving skills besides cognitive learning outcomes. Metacognitive needs to be improved so students can practice organizing, monitoring, and evaluating their thinking process in solving chemical problems. Problem-solving needs to develop to train students in making the appropriate decision and scientific explanation when encountering chemical issues. Based on observation results, the metacognitive and problem-solving skills of a pre-service science teacher in Malang, Indonesia, were low. Metacognitive and problem-solving skills are affected by academic-self regulated learning (ASRL) by students. This study aimed to know the effect of the Strategy Meets Augmented Reality Technology-using Problem Based Learning (SMART-PBL) and Academic-self regulated learning (ASRL) on improving metacognitive and problem-solving skills in learning chemistry. The SMART-PBL was modified by Problem Based Learning (PBL) strategy, which assisted by Augmented Reality technology as visual media. The research subject was 64 pre-service science teachers divided into control and experimental class, respectively, of 32 students. The research design was Quasi-Experimental, with Nonequivalent Control Group Design using factorial 2x2. The trial class performed SMART-PBL, which showed a more significant influence on metacognitive and problem-solving skills than the PBL class. The SMART-PBL not interacted with ASRL to improve metacognitive and problem-solving skills. By implementing SMART-PBL improves not only metacognitive and problem-solving skills but also evokes creative and critical thinking, communication, and scientific reasoning skills that appear in students during learning chemistry.