The effect of problem-based learning to improve students' metacognition skills in solving mathematical problems based on cognitive style

Abstract

This paper aims to find out the effect of problem-based learning (PBL) to improve students' metacognition skills in solving mathematical problems based on cognitive style. Aspect of metacognition skills in this study are planning, monitoring, and evaluating. Dimension of cognition style in this study are field dependent (FD) and field independent (FI). Participants in this study are 36 students in junior high school. The instrument in this study is 27 statements metacognition skills questionnaire to determine the level of metacognition skills and Group Embedded Figure Test (GEFT) developed by Witkin to find out the types of students' cognitive styles. The statement was validated by 3 expert validators. The findings of the study revealed that problem-based learning (PBL) could be an effective learning model to improve metacognition skills in solving mathematical problems both of field dependent (FD) and field independent (FI) students.