Project based learning to improve vocational school students’ metacognition skills

• Published in: AIP conference proceedings Vol. 2619; no. 1
• Main Authors: Ramdhayani, Hidmi Gramatolina, Purwoko, Agus Abhi, Muntari
• Format: Journal Article Conference Proceeding
• Language: English
• Published: Melville American Institute of Physics 28.04.2023
• Subjects: Criteria; Data analysis; Information dissemination; Learning; Metacognition; R&D; Research & development; Skills; Students; Validity
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/5.0130560

Metacognition skills are important things that need to be developed for the future of students. Metacognition has an important role in regulating and controlling one’s cognitive processes in learning and thinking so that learning and thinking done by someone becomes more effective and efficient. Metacognitive skills are very important to determine the effectiveness of learning because students can plan strategies, monitor and control, and evaluate their own learning. However, this has not been facilitated properly in the learning process in the classroom. The goal of this study is to develop valid, practical, and effective project-based chemistry learning tools to help vocational school students to improve their metacognition skills. This study was carried out with a research and development approach using a 4-D model (Four D Model), which includes defining, designing, developing, and disseminating information. The test subjects in this study were 50 students of class X and 5 teachers from vocational schools located in West Lombok. Product feasibility testing uses a validation test by three expert validators. Data analysis shows that the learning tools have a very high level of validity. The average percentage of the syllabus is 84% with very high validity criteria, a lesson plan is 75% with high validity criteria, students worksheet is 80% with high validity criteria, and metacognition skills instrument is 77% with high validity criteria. The data analysis reveals that the learning tools fall under the category of practicality. The N-gain test was utilized in data analysis to determine the difference between the pretest and posttest scores. The average N-gain of the experimental class is 80% high criteria, and the control class is 68% moderate criteria. According to the findings of the data analysis, the learning process using the designed learning tools was effective in developing the metacognitive skills of vocational school students. The study’s findings show that the project-based chemistry learning tools developed were extremely valid, practical, and useful in developing vocational school students’ metacognitive skills.