The implementation of research based learning and the effect to the student metacognition thinking skills in solving H-irregularity problem

Abstract

This study aims to develop learning tools based on Learning Based Research and produce learning tools in the form of student worksheets (LKM), learning outcomes tests (THB) and monographs and describe the profile of students’ metacognitive skills. The procedure of this study refers to Thiagarajan’s 4D development model which consists of 4 stages, namely defining, designing, developing, and disseminating. This research is a type of mixed research method which is a multimethod approach. Data collection techniques using test methods, interviews, observation and documentation. Educational research data analysis techniques using quantitative research approaches, data collection techniques are usually carried out with test techniques. While data collection techniques in qualitative research generally use observation techniques, in-depth interviews and documentation. The results showed, after the application of research-based learning, 14% of students were categorized in low-level mathematical metacognition thinking skills, and 34% were categorized as medium-level mathematical metacognition thinking skills and 52% were categorized in high-level mathematical metacognitive thinking skills. The results revealed that the implementation of research-based learning can improve the ability of students’ metacognitive thinking skills in solving H-Irregularity problems.