Metacognition and integrated-project based learning (I-PjBL) in elementary schools

Abstract

Metacognition is a skill closely related to learning and reflective behavior utilizing Integrated-project based learning (I-PjBL) as an alternative method. This study aimed to determine the effect of I-PjBL on the metacognition skill of elementary school students. The metacognition skills in this study are divided into two categories, namely knowledge and regulated cognition, therefore, the effect of IPjBL is measured for both. It was a quasi-Experimental study, which utilized the Single-Group Pre-Post-Test along with a simple random sampling method to obtain data. The subjects were 33 fifth grade students of Muhammadiyah Ambarbinangun Elementary school, with an observation guide used to examine the implementation of I-PjBL, and Metacognition Awareness Inventory (MAI). Furthermore, a documentation checklist was used to ensure the suitability of the learning process and its plan with different I-PjBL projects which was conducted four times. The first question was analyzed using descriptive statistic, while two-Wilcoxon Signed Ranks Test was used for the second and Mann-Whitney U for the third. The findings showed the difference in metacognition skills before and after the I-PjBL intervention, with no difference in knowledge and regulated cognition. However, some differences were found in the metacognition skill, knowledge, and regulated cognition of male and female students. Besides being affected by external factors (intervention of the I-PjBL model), Metacognition skill was also affected by internal factors such as motivation, thinking and learning style. In implementing I-PjBL, support from students and teachers, effective teamwork, teacher instruction, self-assessment skill and students' independence should be put into consideration.