Implementation of Creative Problem Solving Model to Improve The High School Student's Metacognitive

• Published in: Journal of physics. Conference series 2017-02, Vol.812 (1), p.12065
• Main Author: Effendi, A.
• Format: Article
• Language: English
• Subjects: Ability tests; Control equipment; Knowledge; Learning; Low level; Mathematical analysis; Metacognition; Model testing; Physics; Problem solving; Sampling methods; Students
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/812/1/012065

This Research is quasi-experimented study with 3×2 factorial and nonequivalent control-group design. The population in this study were all 10th grade students at one of the Senior High School in Ciamis. Furthermore, two sample groups randomly selected (experimental class and control class) with a purposive sampling technique. Each sample group divided into high, medium, and low level based on students' mathematical prior knowledge. The experimental class used Creative Problem Solving models but the control class used conventional models. The instrument used in this study were the metacognitive ability test. The differences of metacognitive ability improvement based on students' mathematical prior knowledge and applied learning model was tested by two ways ANOVA at significance level 0.05, after prerequisites testing are met. Based on this research, it is known that (1) Students' metacognitive ability improvement that has been acquired the Creative Problem Solving model is significantly better than students who acquired conventional learning; (2) There are significantly differences in metacognitive abilities improvement among students who obtain the Creative Problem Solving model with students who received conventional learning in terms of students' mathematical prior knowledge level, high, medium, and low. Metacognitive abilities improvement of Experimented students who have a high and a medium mathematical prior knowledge level, are significantly better than the improvement of Control students' metacognitive abilities that have a high and a medium mathematical prior knowledge level. However, the increase in metacognitive abilities of students who have lower mathematical prior knowledge level in the experimental class and the control class did not differ significantly.