The Differences of Students Learning Outcomes and Metacognitive Skills by Using PBL and Metacognitive-PBL

摘要

This study aims to determine the differences of cognitive learning outcome and metacognitive skills between class taught by using PBL and metacognitive-PBL model in salt hydrolysis material. This quasi-experimental research employed the nonequivalent control group design and was conducted at class XI-MIA of SMAN 1 Banjarmasin. The data were collected by using test, questionnaire and interview. They were analyzed using t-test and descriptive analysis. The result of this research showed that there are differences in cognitive learning and metacognitive skills significantly between students who learned by using PBL and metacognitive-PBL model. The students who learned by using metacognitive-PBL model cognitive learning achivement were better than those who learned by using PBL model.