The implementation of Problem Based Learning (PBL) with rich context insight to the metacognitive ability of students in SMA N 2 Sleman

Abstract

The implementation of PBL with rich context insight has been conducted in SMA N 2 Sleman, Yogyakarta. This experiment research aims to know if there is a significant difference in the metacognitive ability of students that learn in PBL and the class discussion model. The population is students of grade XI social sciences in SMA N 2 Sleman which is divided into 2 classes. The metacognitive ability was assessed for self-planning, self-monitoring, and self-evaluation aspects. Learning achievement was measured for knowledge and attitude aspects. Data was taken by questionnaire and analyzed by Non-parametric Mann-Whitney test for the metacognitive ability. Learning achievement was taken by multiple-choice questions and questionnaires for knowledge and attitude aspects, respectively. The hypothesis was tested with Mann-Whitney for knowledge aspect, while the attitude used independent Sample T-Test. The result showed that there was significant difference in the metacognitive ability and attitude of students that learn in PBL and the class discussion model with sig. value of 0.016 and 0.037, respectively. Furthermore, it was found that there is no difference in the knowledge aspect in learning achievement. Determination of category showed that the metacognitive ability of students with PBL with rich context insight was good, while the attitude was very good.