<![CDATA[Metacognitive ability is one of the higher-order thinking skills that plays an important role in mathematics learning because it enables students to plan, monitor, and evaluate their thinking processes when solving problems. However, students’ metacognitive ability is still relatively low since learning activities tend to focus more on procedural problem solving. Therefore, learning models that encourage students’ active involvement in the thinking process are needed. This study aims to analyze the comparison of the effectiveness of the Problem Based Learning (PBL) model and the Inquiry Based Learning (IBL) model on students’ metacognitive abilities in mathematics learning. This research employed a quantitative approach with a quasi-experimental method. The research sample consisted of two classes of seventh-grade students at SMP Negeri 1 Pandeglang, namely a class taught using the PBL model and a class taught using the IBL model. The research instrument was a metacognitive ability test measuring planning, monitoring, and evaluating aspects in the problem-solving process. Data were analyzed using descriptive statistics and an independent sample t-test after meeting the normality and homogeneity assumptions. The results showed that there was a significant difference in students’ metacognitive abilities between the class taught using PBL and the class taught using IBL. The mean posttest score of the PBL class was higher than that of the IBL class with a significance value of 0.004 < 0.05. In addition, the mean N-Gain score in the PBL class was 0.64, while in the IBL class it was 0.42. These results indicate that the Problem Based Learning model is more effective in improving students’ metacognitive abilities than the Inquiry Based Learning model in mathematics learning.]]>
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