Innovation for measuring students' metacognitive abilities through project-based learning

Nur Rokhmani Tri Siswi (Universitas Sali Al-Aitaam (UNISAL), Jalan Aceng Sali Al-Aitaam No 1 Ciganitri Buahbatu Bojongsoang Kab. Bandung, Jawa Barat, Indonesia)
Muhammad Guntur Purwanto (College of Education and Human Development, University of Minnesota Twin Cities, 100 Church Street SE, Minneapolis, MN 55455 US.)
Mimin Nurjhani Kusumastuti (Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia)
Yayan Sanjaya (Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229 Bandung 40154 Jawa Barat - Indonesia)

Jurnal Inovasi dan Teknologi Pembelajaran
Vol. 10 No. 1 (2023)

Abstrak: Kemampuan metakognitif dinilai berpengaruh terhadap bagaimana peserta didik dapat belajar secara mandiri untuk memperoleh prestasi akademik. Untuk itu, penelitian ini bertujuan untuk mengukur bagaimana pembelajaran berbasis proyek dapat meningkatkan kemampuan metakognitif peserta didik dan mengidentifikasi kesadaran metakognitif peserta didik dalam pembelajaran. Data dalam penelitian ini dikumpulkan melalui pretest, posttest, observasi, dan angket kesadaran metakognitif. Data-data tersebut dianalisis secara kuantitatif dan kualitatif untuk menghasilkan pemahaman yang lebih baik tentang masalah dan hasil penelitian. Hasilnya, kemampuan peserta didik dalam memecahkan masalah metakognitif mengalami peningkatan. Indeks Gain yang diperoleh dari rata-rata hasil belajar peserta didik adalah 0.7, yang berarti memiliki signifikansi peningkatan yang tinggi. Dijelaskan pula bahwa kemampuan metakognitif mereka berkembang dilihat dari perubahan kategori kemampuan mereka yang diobservasi selama pelaksanaan proyek. Kesadaran metakognitif peserta didik setelah pembelajaran berbasis proyek mulai tampak pada beberapa aspek, di antaranya strategi pencarian dan perencanaan. Abstract: Metacognitive abilities can influence how students learn independently to achieve academic success. For this reason, the study aimed to examine how project-based learning can enhance students’ metacognitive abilities and identify students’ metacognitive awareness. To understand those goals, three steps of data collection were done, including pre-test, post-test, observation, and questionnaires. Both quantitative and qualitative approaches were conducted to better understand the problem and the results. As a result, the ability of students to solve metacognitive problems has improved. The Gain index from the student learning process is 0.7, means it has a significant increase. It was also explained that their metacognitive abilities had developed judging by the changes in their ability categories that were observed during project implementation. Several aspects, including search strategy and planning, were evident in students' metacognitive awareness after project-based learning.