Sarcouncil Journal of Education and Sociology

Abstract: Students’ metacognitive skills refer to strategies for how one learns (how to learn) and how one thinks (thinking about thinking); metacognition plays a role in communication, self-control, memory, problem-solving, and personality development. This study aims to determine: (a) how the implementation of learning using learning tools oriented toward the problem-based learning model proceeds; (b) how students engage in activities when applying learning tools oriented toward the problem-based learning model; and (c) whether there is a difference in students’ metacognitive abilities after being taught using the problem-based learning model. The research sample consisted of 56 students at HKBP Nommensen University in Pematangsiantar. The research method employed was research and development (R&D) based on the procedural model developed by Borg and Gall. Data collection techniques included a Likert-scale questionnaire, unstructured interviews, and a metacognitive skills test. The results of the study showed that the frequency distribution of students’ metacognitive skills indicated that the mean, median, and standard deviation (SD) for metacognitive skills were 55.34, 55.00, and 5.17, respectively. Based on the results obtained in Trial II, students’ metacognitive skills fell into the good and moderate categories, whereas in Trial I, students were categorized as moderate and below average. Students categorized as good accounted for 21.92%, and those categorized as moderate accounted for 78.07%. Meanwhile, in Trial I, 21.34% of students were categorized as average and 78.66% as below average. It was concluded that the PBL model is suitable for improving students’ metacognitive skills.