The impact of problem-based learning and metacognition on solving environmental pollution issues

Authors

  • Annisa Cahyadini Master of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
  • Hanum Isfaeni Master of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia
  • Ratna Komala Master of Biology Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Jakarta, Indonesia

DOI:

https://doi.org/10.22219/jpbi.v10i1.26560

Keywords:

metacognitive ability, environmental pollution, problem-based learning, problem solving ability

Abstract

The lecture technique still dominates in biology education, and there are not enough hands-on, interactive, creative, and problem-solving learning activities to encourage students to apply their problem-solving skills. The purpose of this study is to examine how the problem-based learning (PBL) model and students' metacognition skills affect their ability to solve environmental pollution issues. A total of 60 X MIPA students from SMA Muhammadiyah 16 Jakarta comprised the total sample of the research, collected using the quasi-experimental approach. For the study, two groups were utilized: the experimental group (X MIPA 1) and the control group (X MIPA 2). A 2 x 2 factorial design with a pretest-posttest control group was employed for the investigation. The instruments used in the study were classified as tests or non-tests. The test instrument is an essay designed to collect data on problem-solving ability and metacognition ability, while the non-test instruments are student worksheets that refer to the PBL stage, and the observation sheet is designed for instructors and students. Data analysis using ANCOVA with a significance level of 0.000 < α = 0.05 indicates that H0 was rejected. The interaction between the PBL learning model and students' metacognition skills also has an impact on their capacity to address environmental pollution-related issues. 

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Published

2024-03-26

Issue

Vol. 10 No. 1 (2024): MARCH

Section

Environmental Education and Literacy

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.